Internships have traditionally been an important component in counselor training. At Bronx Community College (BCC), a model counselor training program has been developed which emphasizes student input as well as field experience. The underlying assumption of the model is that both the student interns and the host college can teach one another skills and competencies needed to attain the common educational goal of student self-direction and personal competence. Once procedures are established for ensuring that students are trained and supervised in appropriate counseling techniques and methods, students complete a three-part contract which parallels the three components of the model. Part I of the contract focuses on the intern's responsibility to develop his/her own program and to study and suggest innovative changes in the areas chosen for concentration. The student specifies one or two areas in which he/she would like to develop competencies, rates the desired goal, and selects criteria for self-evaluating progress. The student also suggests new initiatives for the curriculum and student services. Part II of the contract establishes the intern's role as a consultant to the college where he/she is interning, and reflects his/her ability to define and discuss the mission and role of student development. Each intern is required to file a report of areas and initiatives that he/she feels are crucial to the host college's student development needs. Part III of the contract allows for student input to formulate and change policy as related to the collaboration between colleges of study and practicum field sites. This part of the contract provides the input needed to improve the cooperative structure between assigning colleges and accepting field sites. (JMC)