This pilot project, a subproject of the Multi-State Teacher Education Project (M-STEP), was evaluated to determine the feasibility of applying it as a model for program development. The evaluation was divided into three feasibility components: administrative, educational, and human factors. Data was obtained from observation and testing of the 28 teacher trainees participating in the program and from opinions solicited from all personnel involved. The ten program components examined were: university-school district cooperation; performance-centered objectives; instructional systems; microteaching; sensitivity training; nonclassroom activity; in-district course work; seminars and group meetings; classroom teaching; and supervision and evaluation. The only two components which were deemed unfeasible were nonclassroom activity--administratively and educationally unfeasible--and in-district course work--administratively unfeasible. Availability of materials and personnel was a problem in microteaching, and it was felt to be feasible only for small groups. Therefore, the Career Teacher Project seemed to provide a generalizable model for implementing proposed modifications in the state's teacher education program. (Appendixes contain evaluation instruments used.) (RT)