This paper introduces the design for a study to investigate application of a cognitive apprenticeship approach to preservice teacher education. The research will be informed by and build upon the findings of a previous Master of Education dissertation. In particular, the study seeks to investigate answers to the following research question: To what extent does the cognitive apprenticeship model improve the nexus between the propositional and procedural knowledge of beginning teachers? The plan for the investigation is an interventionist one in which, in addition to "normal" requirements of the preservice teacher education program, six final year students will undertake supplementary instruction modelled on the principles and reflecting the teachings of cognitive apprenticeship. Data on participants' personal constructs of teaching and learning will be collected through personal journals, stimulated recall interviews, and the elicitation of successive individual Repertory Grids. A proposed timeline (1994-1996) including research procedures is provided. (Contains 50 references.) (LL)