Field experience (junior practicum and student teaching) is considered by many to be the most influential part of a teacher preparation program (Cruickshank & Aramalin, 1986; Tannehill & Zakrajsek, 1988). During field experiences, preservice teachers (hereafter referred to as PSTs) are guided by a cooperating teacher (hereafter referred to as a CT). Ganser (1996) and Guyton and Mclntyre (1990) suggest that CTs are central in helping PSTs make the transition from student to teacher. While playing this central role in the young teacher's development, CTs must have a clear understanding of what their role is, related to the student and the college or university that he or she attends. In 1970, Silberman suggested that the CT is the weakest aspect of the field experience because he or she often does not understand how to fulfill the role of a CT. Even today, this can still be considered an area of concern for preservice teacher education programs (Booth, 1993; DelGesso & Smith, 1993; Loftquist, 1986; Rust, 1988; Smagorinsky, Cook, Jackson, & Frey, 2004; Tannehill & Zakrajsek, 1988; Tjeerdsma, 1998). To learn about the specific concerns that PSTs have with their CTs, a total of 34 PSTs enrolled at a state university in the Northeast were questioned by the author. The PSTs who were questioned were completing either their 10-week junior practicum experience or their 16-week senior student teaching experience in an elementary and/or secondary public school. Questionnaires were completed two weeks into the field experiences. A total of 54 questionnaires were collected because several PSTs completed more than one questionnaire at different stages of their field experiences. All PSTs cited in this article are represented by a self-selected pseudonym to maintain anonymity. The results of the questionnaires are presented in this article according to the procedural concerns of the PST, the application concerns of the PST, and positive practices of the CT. Based on these results, several strategies were developed to enhance the experience of the PSTs in the public schools.