This study found no significant difference in classroom teaching performance between participants enrolled in the three semester on-site teacher preparation sequence and participants enrolled in a one semester on-campus and two semester on-site sequence. Subjects were 39 volunteer undergraduate students enrolled in the Department of Secondary Education at Arizona State University, randomly assigned to two experimental groups. Group A spent three semesters in on-site experiences which included observation/participation activities and weekly on-site seminars. Participation activities were increased throughout the program. Group B spent the first semester in on-campus activities which included seminars, microteaching, using audiovisual materials, group dynamics, set induction theory, lesson plans, and interaction analysis. Group B's second and third semester experiences paralleled those of Group A. During the last semester, two 45-minute live classroom observations were made on each participant using the Instrument for the Observation of Teaching Activities (IOTA). Data were analyzed by computing t ratios for each of the 14 observation scales based on the mean scores of the two observations. Since there was no difference in performance between the groups, it was recommended that Sequence B be adopted for logistical reasons, and that a longitudinal follow-up study be conducted on participants. (Author/RT)