The purpose of this study was to determine if preservice internship programs were more effective than a student teaching program in reducing beginning teacher anxiety and concern levels. Interns and student teachers completed an anxiety scale and a concerns questionnaire at the beginning and end of their field experience programs. The student teaching program consisted of one semester of practice teaching, while the internship programs consisted of two semesters of practice teaching along with methods courses that were taught concurrently. Results indicated that the interns showed significant decreases in anxiety scores. No significant difference was found for student teachers on teacher concerns. Further findings are discussed along with full descriptions of two teacher internship programs. (Author/CJ)