Creating the most effective and well-educated teachers possible has been always the clear focus of the Teacher Education Department at the University of Nebraska at Kearney (UNK). During the academic year of 1999-2000, a tripartite task force was created for the College of Education at UNK to identify areas in need of revision or elimination from the existing teacher education model. The tripartite determined that any renewal in teacher preparation must embrace a highly expanded, more focused field-based experience. This study represents the first formal assessment of the expanded field-based model at the UNK. The participants of the study include the cooperating teachers selected from the Network of Partner Schools, UNK supervisors of student teachers, and UNK student teachers from the spring semester 2007. Results showed a higher percentage of participants believed that student teachers were more knowledgeable and proficient in the selected areas of effectiveness as a result of the expanded and more focused field-based program. This study's findings and implications support the value of a more coherent and expanded field-based teacher education program. (Contains 11 figures and 2 tables.)