A 4-year preservice program is examined to ascertain the effectiveness of the program and its impact on participants as well as the impact it may have upon future teacher education programs. Data from questionnaires completed by current clinical students and their cooperating teachers are analyzed, discussed, and considered in conjunction with a follow-up survey of earlier students in the program who are now in various phases of their teaching careers. The data presented in this report indicate that early field components in teacher education programs should begin with issues and strategies that are known to provide difficulty for the new teacher. Teacher educators must remember that as knowledge of the profession grows, needs change and must be reinforced and reaffirmed at each level. The findings reinforce the notion that strong preservice components are necessary and that they must be cyclical in nature. For example, analysis of the data suggests that it would be useful to incorporate a mentoring component at the beginning of preservice teachers' field experiences and not limit it to the induction phase. (IAH)