This article describes the results of a study of a concept model for optimizing contact time between the Geography educator and the student teacher within a learner-centered teaching paradigm. A quasi-experimental time series approach was used in order to change aspects of the model as the research progressed. Changes to the model were made on the grounds of observations made by the concerned lecturers, feedback from student teachers obtained from applicable questionnaires, and information gained from personal interviews with student teachers within the involved pre-graduate levels. The results of the study indicated that the Geography student teachers reflected a positive attitude towards and perception of the developed model. A learning environment was created wherein the students felt empowered to take responsibility for their own learning. Furthermore, the cooperative learning environment encouraged by this model contributed to the sharing of ideas regarding certain aspects of Geography education among students and to the reconstruction of knowledge.