A significant focus in the literature related to the preparation of early childhood teachers is the increasing emphasis on quality field-based experiences. Central to the effectiveness of these experiences is a cooperating teacher who is prepared with the necessary skills to provide prospective teachers with a powerful learning opportunity. Despite this recognition in the literature, research is limited on what early childhood teacher education programs are actually doing to prepare classroom teachers to function in this capacity. The nature and purpose of this preparation and support must be carefully examined in order to identify key features that will truly enhance the ability of these teachers to provide the type of mentoring that leads to quality field experiences. Thus, the purpose of this study is to report survey results from 62 early childhood teacher education faculty regarding their efforts in preparing cooperating teachers to work with preservice teachers. Recommendations based on these findings and the professional literature are offered. (Contains 7 tables.)