This proposal suggests that a teaching-learning model properly structured within a methods context could become a significant factor in helping preservice teachers learn how to teach. The premise upon which the proposed model is based is that it is within the methods context that performance-based teacher education finds its fullest merit. The major point of the model is to draw upon the student's educational and personal experiences and to provide a frame of reference, both theoretical and experiential, so that the student can then apply the same ideas to a classroom situation. The model details seven steps for the students: (1) Experience activities and/or materials at a personal level; (2) React to these via affective/cognitive techniques; (3) Identify attendant learnings and processes; (4) Apply the first three steps to a classroom situation; (5) Evaluate responses to criteria in step 4; (6) Decide to move ahead or re-do application; and (7) Integrate expectations in final project and/or next activity. An example of the functioning of such a model is presented in the proposal. (JD)