The impact that early practicum students working in elementary schools had on the instructional process, the supervising teacher, and the school as a whole was examined. A questionnaire for the student teachers was administered as soon as they completed their practicum assignment. Cooperating teachers completed their questionnaires when all students for the year had finished their practicums. It was found that: (1) Individual pupils received more help when the practicum student was present; (2) More small group work was possible; (3) The student teacher increased the motivation of the pupils; (4) Some instructional activities changed when the student teacher was present; (5) Cooperating teachers did not participate in more activities outside the classroom when practicum students were present; and (6) The presence of the practicum students, and the need to confer with them, did not reduce the amount of time given to the instructional process. Copies of the questionnaires are appended to this report. (JD)