Two teacher educators at the College of Charleston (South Carolina) undertook a project to learn more about what happens in a public high school classroom, in order to make their college instruction more realistic. The instructors taught an advanced senior English class in an inner city high school, and a group of college students from Education 324: Adolescent Growth and Development observed the classes. The objectives outlined for the college students were: (1) to develop observational skills; (2) to distinguish between appropriate and inappropriate classroom behavior; (3) to observe selected instructional techniques, especially motivational devices, course content choices, instructional innovations, and teacher-pupil relationships; (4) look carefully at characteristics of adolescent behavior; and (5) help close the gap between theory and implementation of educational practices. The high school student objectives were to demonstrate an awareness of self in relation to others; think clearly and rationally, as manifested in discussion and composition; show an appreciation of aesthetic qualities in the community; show ability to clarify their values and refine their personal philosophies; and show an understanding of the educational resources available in the community. The teachers' objectives were to implement innovative teaching strategies, use democratic approaches to classroom management, understand adolescent behavior, and recognize and respond to the changing ideologies of American youth. It is concluded that the most important single outcome is that the project and resulting experience adds credibility to what the teachers profess in the college classroom. (MSE)