The University of North Dakota and the Grand Forks public school system developed a program to place students who were just beginning their teacher education program in elementary school classrooms. Elementary school teachers and administrators were asked to use their own judgment in deciding what duties would be most pertinent for the students and how much time they should ask students to spend on chores not directly related to classroom instruction. Students were required to maintain unstructured logs for their off-campus experience. During the third semester, a structured trial log was designed based on the data of the unstructured logs. Results of the program revealed that elementary school teachers can be relied upon to provide a variety of pertinent pre-student teaching experiences; students were not used merely to perform undesirable tasks; and it was not necessary for the teacher training institution to dictate time allotments. (Author/MJM)