A university/secondary school collaboration (Glassboro State College/Paulsboro School District, New Jersey) program that preplanned the field-based experiences of educational administration students is described in this report. The collaboration occurred between a college supervisor for the field-based experiences required in a Secondary Methods of Social Studies course and a 7-12 social studies department of a local school district. The study sought to determine whether or not preplanning provides administrator education students with a comprehensive background of theory and practice required by professional education. Pre- and post-surveys were mailed to participating and nonparticipating field-based teachers. Sixteen out of 34 nonparticipating and 6 out of 6 participating classroom teachers responded to the presurvey and 12 out of 34 nonparticipating and 6 out of 6 participating teachers responded to the postsurvey. Nonparticipants reported greater understanding of goals and expectations and supervisor awareness of students' field experience situations in the presurvey than in the postsurvey. Participating teachers demonstrated increased awareness and understanding in the postsurvey. A conclusion based on students' logs, coordinating teachers' data, and observation is that the school-based activities were beneficial to the total professional education program of preservice teachers. Three tables are included. The planning model is included in the appendix. (LMI)