This paper describes an initiative developed at Pittsburg State University, Kansas, that involved radically changing the program's performance-based standards and expanding the structure of the student teaching experiences to include multiple avenues of training and assessing teacher development. The paper: (1) identifies characteristics in each of the process stages involved with developing a knowledge base centered on current best practices and performance-based standards; (2) outlines the development of two field experience structures: a two-semester Professional Development School (PDS) model and a more traditional professional semester approach; and (3) presents the statistical data, analysis, and interpretation of an experimental study done with both teacher training orientations. The study used the Teacher Needs Assessment Questionnaire, which measured teacher developmental stages. The study results indicated that PDS teacher candidates had a higher perception of needs than did traditional teacher candidates and were more aware of their need to develop skills measured in the instrument. Both groups showed the highest need in the survival stage. The paper concludes with recommendations for further investigation. (Contains 16 references.) (SM)