A demonstration study was initiated under the auspices of the Department of Education, Brooklyn College of the City University of New York, and designed to determine the interactive roles that can be undertaken by college, students in teacher training, the public school, and the community. To test the hypothesis that saturation field work would create new interactive roles, the research design manipulated the field work of a group of 38 teachers in training in order to saturate one school in a community under the close supervision of the college instructor. The five dimensions of field work which emerged from this study are: (1) training students (e.g., use of college instructor as demonstration teacher in the public school setting); (2) provision of services for public school pupils (e.g., use of college students in home visits and in individual tutoring); (3) liaison between community and college (e.g., joint involvement of college students, college instructor, and community members as social change agents); (4) liaison between school and college (e.g., college instructor conducting inservice practicums according to expressed needs of teachers); and (5) frontiers of educational research (e.g., opportunity to recognize unresearched, yet urgent, problems in such areas as extortion, narcotics, and curricular relevance). The study was successful in providing an innovative pattern for field work in teacher education responsive to the recognition "that the public school classroom not the college lecture hall is the locus for effective teacher training." [Not available in hardcopy due to marginal legibility of original document.] (JES)