Results are reported from a study of 21 student teachers (interns) enrolled at Western Michigan University during 1993. Data were collected from the interns via a 60-item questionnaire. Eight of the subjects were assigned to a secondary professional development school (PDS) for their student teaching internship and were enrolled in a redesigned education seminar, structured to complement the PDS internship, which stressed reflection inquiry into the intern's teaching practice. The weekly seminar was held at the PDS during the school day. The remaining subjects participated in standard seminars and completed their internship in a non-PDS secondary school. The first major purpose of the study was to investigate perceptions among the interns regarding the six design principles for professional development schools, which emerged from the Holmes Group. The second purpose was to assess the effectiveness of the redesigned seminar, which is a requirement of the student teaching internship. Findings indicate that both groups of student interns felt that their seminars increased understanding of teaching concepts and principles. Statistically significant differences between the two groups were found for some of the items related to PDS principles, although a majority of the student interns generally supported the beliefs underlying PDS design principles. There was some evidence of differences in beliefs between researchers and interns over at least one design principle (creating a new institution). The four appendices include summaries of the data collected, the data collection questionnaire, a course outline for the redesigned seminar, and several worksheets used in the course. (IAH)