The intermediate practicum student's impact on the instructional process, the supervising teacher, and the school as a whole was studied. One hundred twenty-five Georgia College intermediate education students were placed in elementary schools for their practicum, a full-time, 3-week period. Questionnaires were given to both students and supervising teachers following the practicum experience. Results show that when the practicum student was present: (1) Students received more help; (2) More small group work was utilized; (3) Student motivation increased; (4) Instructional activities changed; and (5) Teachers participated in more activities outside the classroom. Appendices include: the practicum student and teacher questionnaire and percentage response to particular questions on the questionnaire for both students and teachers. (JM)