This play, which addresses cooperating teachers' feelings about grading student teachers, was inspired by a doctoral student who was gathering data for her dissertation. She interviewed eight cooperating teachers, eight university supervisors, and seven directors of field experiences in elementary education from a midwestern state. The interviews focused on: (1) skills they considered necessary for cooperating teachers and university supervisors in their roles as evaluators in early field experience, (2) training available to them, (3) an ideal training course/seminar/program, and (4) personnel and infrastructure of facilities and time required for program success. The resulting play begins with a veteran cooperating teacher discussing how uncomfortable she is with evaluating the work of her student teacher. A new cooperating teacher joins her and suggests alternative forms of evaluation. They discuss types of evaluation. They are joined by a teacher in the school who coordinates the field experiences at the school site and acts as the liaison between the school and university. She joins in the discussion, which is happening within earshot of the student teacher (who is teaching the class and getting uncomfortable). They discuss the fact that they need advice and support from the university or supervisors, and they note the type of support that they would find most useful. (SM)