Aware of problems both with the lack of preparation on the part of their cooperating teachers and with beginning teachers' transitions from theory to practice, Tennessee Wesleyan College designed two experimental programs: a) Workshop Experience for Cooperating Teachers, wherein the roles of the cooperating teachers were explored, and b) Workshop Experience, Problems of Beginning Teachers, wherein many of the problems faced by beginning teachers were delineated and analysed. Both workshops explored, in depth, the performance-based teacher education model. A unique feature of both these programs is that the total cost for conducting them was underwritten by the college. There was no tuition cost for participants. Thirty-five cooperating teachers and twenty-five beginning teachers were enrolled. (Descriptions of workshop objectives, personnel, budget, and evaluation procedure and data are included in the text of this document.) (Author/JA)