This paper describes an inservice program at Lenoir Rhyne College that is designed to improve the professional quality of cooperating teachers, aid the college in continuing a program in formative evaluation with the goal of improving designs for professional laboratory experiences, and enrich the student teacher's insight into his own growth experiences during student teaching. Initially, cooperating teachers, student teachers, and education department faculty meet for an orientation session. The second segment of the program is a series of three one-hour conferences between the college supervisor and the cooperating teacher in the public school setting, with one session involving the student teacher. These meetings are designed to balance time and topics with the goals of the program and the needs of the cooperating teacher. During the sixth week, cooperating teachers visit college classes in their major academic areas while the student teacher substitutes in their classrooms. This segment of the program is designed to acquaint the cooperating teachers with recent changes in basic core course organization and curricular designs of academic majors. The final segment is a three-hour session on campus at the close of the semester. The first two hours are devoted to professional growth experience for the cooperating teacher. The student teachers are included in the final hour which is an evaluative seminar. During this time an evaluative instrument of the semantic differential-short answer type is completed. (PD)