This paper addresses several issues which relate to the need for institutions of higher education to develop, implement, and sustain positive cooperative relationships with public and private schools in matters affecting contemporary teacher education programs. Areas such as curriculum development, instructional improvement, administrative decision making, research development, student assessment, general management, and overall school operation have witnessed varying amounts of cooperation between schools and colleges. The primary focus of this paper is directed to one area which depends extensively on positive and effective cooperative relationships--Professional Laboratory Experiences. Specifically, the paper addresses the necessity for professional laboratory experiences to become a critical vehicle for enhancing meaningful relationships between the training arm of the teaching profession and the real world of educational practice. Eleven questions are raised and organized into the following categories: (1) defining the territory; (2) the nature of experiences provided for teacher education students; (3) personnel considerations impinging on cooperative efforts; and (4) persistent concerns facing teacher educators. Recommendations are offered for better cooperative action by the Indiana Department of Education, higher education faculty who supervise laboratory experiences, and university members of COTEP (Coalition of Teacher Education Programs). A five-page list of references and a glossary are provided. (JD)