This study sought to determine if summer student teaching in year-round elementary schools could provide preservice teachers with a viable alternative to traditional spring and fall programs. Data were collected on student demographics, students' attitudes toward year-round schooling, autobiographical surveys, and students' overall attitudes and beliefs about teaching. Seventy-nine elementary preservice teachers participated in 17 schools, in which pupils attended school for 60 school days and then were on vacation for 15 school days. The pilot program involved 12 weeks of student teaching experience, with cooperating teachers receiving a stipend for their efforts, university supervisors observing their student teachers a minimum of eight times during the experience, and student teachers attending a 2-hour student teaching seminar each week. Results revealed that students chose summer student teaching because they wanted to complete their requirements sooner. The major concern cited by students involved the impact of track breaks and having to move into an unfamiliar classroom as a result of a track change. Sixty percent of "traditional" students and 89 percent of "nontraditional" students agreed that summer was an appropriate time to student teach. Recommendations are offered for program planning. Data collection instruments are appended. (Contains 15 references.) (JDD)