In response to a growing trend towards alternative teacher education programs, this study aims to direct the focus on traditional teacher preparation programs. The purpose of this study is to analyze the processes of how classroom teachers are selected, trained, and supported as guiding teachers in one urban teacher education program. The perceptions of guiding teachers by former guided practice teachers from that program are also examined. The first research question explores the processes for selecting guiding teachers who work with the teacher education program. The second research question investigates the training provided for guiding teachers through the guided practice experience. The third question examines the types and frequencies of support given to guiding teachers. The last question considers the perceptions of former guided practice teachers on their guiding teachers. Data was collected via a web-based survey tool. Four groups of participants (former guided practice teachers, guiding teachers, school site administrators, and a University Placement Coordinator) were invited to complete surveys that were reflective of the research questions. Three of the four groups of participants provided data for this study. The data was analyzed leading to the provided recommendations for future research. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]