Characteristics of a cooperative inservice teacher education program that has functioned for three years are discussed in this booklet. Part I supplies the rationale behind the planning of the Teacher Corps-funded program between Western Washington University and the Arlington Public School District (Washington), including problems reported in research literature and criticisms of inservice programs voiced by elementary and secondary school teachers and by professors of education. A description of the functions of the policy board and site-specific building advisory councils outlines responsibilities to the university, school district, and community. In Part II, results of interviews with program participants are summarized. Twelve areas were addressed in the interviews: (1) impact on school instruction; (2) impact on school climate; (3) impact on personal relations; (4) personal benefits to participants; (5) effects on visiting consultants and faculty interns; (6) benefits to building advisory councils; (7) responsiveness and efficiency of delivery system; (8) incentives for teachers; (9) citizen involvement; (10) problems experienced with the program; (11) potential benefits of the program; and (12) potential benefits of a planned professional development center. An appendix lists major characteristics of the program, including governing bodies, use of consultant services, university faculty internships, and citizen involvement. (FG)