It is widely accepted that laboratory experiences are both necessary and worthwhile for preservice teacher education. Research has shown little evidence of what exactly happens during student teaching, although studies have illuminated roles and objectives. Guidance in or supervision of field experiences for student teachers often falls primarily to the classroom teacher in whose classroom the experience takes place. The professional and personal maturity of the classroom teacher needs to be considered as does that teacher's skill in teaching and supervising. The teacher and principal need to be committed to the preparation of preservice teachers and to the philosophy of the teacher preparation program. Cooperation among principal, teachers, and college representatives is essential. The college supervisor might better serve students and teachers as a consultant and, at the same time, forge a strong bond between the school and the college. The college supervisor, working collaboratively with the teacher in the training of the student, could provide inservice for the school in general and could continue to support the student during the year. Effective program research should examine the specific training program; the personalities, interaction styles, and perceptions of the student, inservice teacher, and college supervisor; and the climate of the school in which the experience takes place. (Author/JD)