Shared responsibility between school districts and universities for training teachers in large metropolitan school districts seems to offer advantages over the traditional preservice education curriculum. Seventy-two preservice teachers were selected from six universities participating in a consortium teacher center program. Each student teacher was randomly assigned to either an experimental or a control group. The experimental group was provided with training implemented through the teacher center aimed at developing teaching skills that contribute to the creation of a positive learning environment. The control group received no such training and proceeded instead through the teacher preparation curricula provided by their respective organization. A Competency Indicator Scale was used to observe teaching behaviors directed at developing affective outcomes in learners. Based on the data collected, the teacher center consortium did not seem to offer any special advantages to helping preservice teachers acquire and demonstrate specialized teaching skills. The cooperative teacher center effort, however, did seem to have positive effects on the program participants. (A discussion of the Dallas Teacher Education Center is included). (MM)