Problems such as finding quality placements for students, transporting them to their placements, providing adequate supervision from the campus, and establishing communication between campus and school faculty have caused teacher educators to avoid early field placement. A description is given of how the West Genesee/Syracuse University Teaching Center (New York) has dealt with these problems. Through a joint agreement between the school district and the university, faculties and students cooperate to develop programs for continuous pre- and in-service teacher education. The center's Directing Council consists of faculty and administrators from both institutions, and the center coordinator sits on committees both at the university and the school district. The concerns of each group are carried to the other, and, as a result, very clear guidelines are established for each level of field placement. Classroom teachers share in the evaluative process. University professors meet with the classroom teachers to discuss assignments and clarify what type of experience that it is expected the classroom teacher will allow the preservice teacher. The classroom becomes a laboratory in which the preservice teacher tests materials, teaching strategies, and self. The university and school faculties are equal partners in establishing the atmosphere. An outline of the university's core course for preservice teachers is included. (JD)