Teachers from a rural Pennsylvania elementary school were the focus of a 4-year (1977-1981) field-based Teacher Corps delivery system program. The school site was located 30 miles from its administrative offices and 75 miles from Pennsylvania State University. Inservice workshops held over a 2-year period identified the need for an on-site, field-based M.Ed. program. The resulting program allowed a practicing teacher to take all courses toward an M.Ed. at the school site and have such courses accepted as resident courses. Students took one course per term and could accelerate their program during the summer. Coursework was geared toward immediate classroom use. Announcement of courses was made well in advance and in a personalized, multifaceted way. Development and implementation of the model was a more time consuming process than originally expected. Standardized tests administered yearly to the teachers indicated a large percentage had negative self images of their professional capabilities and the position of their school site in the school district. Over time the scores also showed considerable growth in teacher self concept, and, in conjunction with other data, revealed improved staff communication, more satisfaction in teaching, and a greater understanding of problems of other teachers at different grade levels. (BRR)