A pilot inservice training program for supervising (cooperating) teachers was planned in which traditional roles were modified. It was theorized that decentralization of the responsibility for supervision of student teaching would allow better utilization of the college supervisor's training and time, opportunity for inservice growth and increased professionalization for the supervising teachers, and more relevant supervision for student teachers. The focal point of the plan was the acceptance by the supervising teacher of the major responsibility for guiding the professional growth of the student teacher. College supervisors did not observe student teachers or confer with supervising teachers except as invited consultants. Instead they conducted weekly seminars for supervising teachers (during a half day of released time) to provide knowledge and skill development in effective student teacher supervision. Typical seminar topics were role expectations, conference techniques, behavioral objectives, verbal and nonverbal interaction analysis systems, and student teacher evaluation. College supervisors also conducted weekly or bi-weekly seminars for student teachers for application of methods and curriculum background and discussion of problems they faced. An instrument utilizing the critical incident technique and two questionnaires were developed to evaluate the program; overall findings indicated that general reactions by both teachers and students were consistently favorable.