The results of three evaluation studies, which examined the impact of new program priorities in teacher education programs, are discussed. Program priorities evaluated by these studies were: (1) larger and earlier doses of field and clinical experiences in preservice teacher education; (2) preparation of teachers to work effectively in multicultural settings; and (3) coordination and/or standardization of preservice learning experiences. The first study, which explored the trend toward more field and clinical experiences in preservice programs, surveyed cooperating teachers involved with a core program for sophomore teacher candidates. Results suggested that cooperating teachers believe that more practice is better for prospective teachers. Cooperating teachers also endorsed the idea that these field experiences should be structured and well supervised. The second study examined the attitudinal changes in teacher candidates who participated in a program which included a multicultural emphasis and urban and suburban placements. These settings provided school populations of diverse cultural backgrounds. Responses to a pre- and post-experience questionnaire indicated that teacher candidates had a slight increase to more favorable attitudes toward inner city experiences. It is tentatively concluded that significant changes in attitudes develop slowly. The third study evaluated whether instructors in two teacher preparation courses graded common essay tests consistently. Instructors graded essays of students in their own and other teachers' sections. Wide discrepancies were found in the grading despite explicitly outlined grading criteria. It is suggested that risks of inconsistently graded essay tests pose a threat to their integrity as exit examinations. (JD)