Texas A&M University developed a secondary education collaborative model leading to the redesign of the secondary education teacher preservice preparation program. Phase 1 provided for self-directed experiences with adolescents. Phase 2 established an understanding of teaching and schools in modern society. Phase 3 focused on developing skills to meet the needs of society and students. Phase 4 required the development and demonstration of skills to organize content and technology for use in classrooms. Early in the redesign process, the program committed to connecting university content and pedagogical knowledge to classroom teaching problems. Classroom connections between university and public schools became an integral part of the program from the beginning to the completion of student teaching. This required a field-based approach. Pilot classes occurred onsite in junior and senior high school settings. Pilot studies tested the redesign structure and collaborative framework. Surveys evaluated student perceptions of the pilot classes. Results indicated that the students viewed the field based courses as very important. Students felt that because of the experience they could make a commitment to the principles of professional, moral, and ethical behavior expected of teachers. (SM)