Students at West Virginia University pursuing teaching certification in special education in the areas of mental retardation, learning disabilities, or behavior disorders complete a practicum experience. As many of the students are off-campus in rural areas and are employed full-time in teaching positions, a heavy demand was created for non-traditional practicum experiences. Development of on-the-job practicum experiences ameliorated the situation, but in turn created a need for supervision that could not be met by existing faculty resources. A program was developed to train cooperating master teachers as practicum supervisors, capitalizing on their years of training and experience and their knowledge of administrative policies, available resources, and contact persons. To increase their effectiveness, the cooperating teachers receive direct instruction in skills for observing lessons, providing feedback, and evaluating teaching performance, during an orientation session which includes discussions and simulations. A practicum handbook was written to summarize all requirements, procedures, and forms needed to document and evaluate practicum student competencies. Observation and evaluation forms include a practicum competency validation form, lesson observation form, weekly progress form, cooperating teacher time log, summary evaluation, and practicum evaluation. Several issues of concern are outlined. (JDD)