The first section of this report describes the rationale and objectives of the Research Utilization in Elementary Teacher Education (RUETE) study which developed techniques for exposing student teachers to current research on effective instruction and effective schools. The progressive phases of the RUETE study are outlined and discussed. The second section is devoted to a description of the involvement of the Mills College Education Department with the RUETE study, and the use of study findings in implementing a field experience program involving their student teachers and cooperating teachers in applying research findings in their actual classroom settings. Focus was upon the positive relationship between academic learning time and student achievement. Active teacher behaviors, identified by research studies as being effective, were emphasized. The project was designed to demonstrate to student teachers and cooperating teachers how to assess academic learning time, academic achievement, and active teaching behaviors in their classrooms, in effect, enabling them to use a researcher's approach to their work. A discussion of the effectiveness of the RUETE project includes quotations from participants on their experiences. (JD)