Two groups of education majors, enrolled in traditional and experimental methods courses, were compared in their knowledge of professional and general educational information, knowledge of the elementary school curriculum, classroom instructional behavior, and adaptability to changing classroom situations. The experimental methods course, prepared and taught by an interdisciplinary staff, was based on a theoretical model of classroom behavior and paralleled four traditional courses--Educational Psychology, Tests and Measurements, Children's Literature, and a methods seminar. The groups shared their other courses during the spring and fall semesters of 1967 and an additional semester of student teaching, during which they were observed and rated with the Teacher Verbal Behavior and Adaptability Record. The classroom ratings and posttest results of the National Teacher Examinations significantly favored the experimental group in general educational background (in written English and in combined social studies, literature, and fine arts but not in science or mathematics), professional information, and behavior while teaching language arts, social studies, mathematics, factual information, concepts, intellectual skills, and appreciation. In addition, the experimental group encouraged pupil discourse and transfers of learning. No significant differences were found in their knowledge of elementary school subject matter and methods. (LP)