This study compares the relative performance of Central Washington University student teachers who chose to participate in extended field experiences with that of student teachers who preferred the regular course of study, which featured fewer and later field experiences. The regular course, Option A, was a campus-centered program which included twenty credits of course work on campus, a four credit, four week practicum in the public schools, and a sixteen credit, one quarter student teaching experience. Option B provided an additional practicum for approximately one-half day for one quarter. Option C provided a full quarter, full-time practicum prior to student teaching. Student performances were evaluated by supervisors who had student teachers from each option. Supervisors rated performance on twelve characteristics and skills. This report presents, in tabular form, the ratings of overall performance of each option group and comparisons of performance in specific characteristics and skills in specific subject areas. The results of this study indicate that extensive early field experience did not result in more successful student teaching performance. In fact, the group in Option A, with the least field experience, performed the best. These results are analyzed, and recommendations are made for future studies. (JD)