Statewide concern for the quality of public school education in Louisiana led to the passage of a law which created the Louisiana Teaching Internship Program (LTIP) in 1984. The purpose of LTIP is to provide new teachers with a formalized support network and assessment system linked to professional certification. The purpose of this study was to determine differences in two cohorts of student teachers' perceptions and knowledge of LTIP. Results are based on responses of the fall '90 (n=35) and spring '91 (n=62) cohorts of student teachers. Results indicated that the spring cohort had significantly greater knowledge of LTIP and that the two cohorts were similar in their perceptions regarding outcomes of LTIP. Both were concerned about evaluator bias, subject matter competence of evaluators, and that LTIP would discourage people from choosing teaching as a profession. The few significant differences indicated that a larger proportion of the fall cohort obtained information regarding LTIP from the news media. The spring cohort was more positive regarding benefits of LTIP. This research indicated that despite accurate knowledge about LTIP, anxiety was high among both cohorts of student teachers. LTIP's success will largely depend on addressing teachers' anxieties and concerns regarding it. (Author/IAH)