This article reports a descriptive case study portraying a teaching-practice program designed to highlight the preparation of student-teachers for teaching practice, using the Joint Board of Teacher Education (JBTE) benchmarks, in a teachers' college in Jamaica. At Church Teachers' College (CTC) 22 informants of mixed gender were selected for the study from the secondary education program. Interviews, conversations, observation, and document analysis provided data that were coded and analyzed. Findings suggest that CTC trains prospective teachers with a difference for the workplace-classroom. Implications regarding the benefits to be derived from the perceptions of the student-teachers and supervisors are discussed. (Contains 2 tables and 3 figures.)