This study evaluated the effectiveness of a teacher education program for mature women cooperatively planned and conducted by Sarah Lawrence College and New York University. Program goals as identified by the two institutions, participating students, and society served as criterion measures. Necessary data were collected by interview, questionnaire, examination of records, and observation. The program was a model for a number of teacher education programs in other institutions, and produced a small group of teachers rated as superior by their instructors and employers. It reached a previously untapped supply of highly qualified potential teachers. Participants rated the program as valuable and appropriate for mature women with reduced child rearing and homemaking demands. Although innovative in various ways (mainly by its course in the analytical study of teaching), it did not completely fulfill the original aim of radical experimentation. The underlying philosophy proved a worthwhile means of developing superior elementary school teachers, and recommendations for continuation and expansion were made. (author/ly)