Recognizing the inadequate supply of teachers willing to work with disadvantaged students, this project sought to dissipate the stereotypes and misconceptions of disadvantaged people held by prospective teachers. To accomplish this, four design and evaluation conferences were held to plan clinical experiences for prospective teachers and to develop a student manual of clinical experiences. Also, a pilot study was conducted to determine the feasibility of incorporating the clinical experiences in vocational teacher education at three universities each using different plans. Temple University integrated clinical experiences into the existing methods courses; Southern Illinois developed a new clinical experiences course; and Colorado State University provided clinical and field experiences during the student teaching quarter. A result of the study was a self-contained manual of 20 clinical experiences to be used in preparing more effective teachers of disadvantaged youth. The manual can be easily incorporated into existing vocational teacher-training programs, and should result in more student teachers wanting to teach the disadvantaged, and make them more effective in doing so. The five groups of experiences in the manual familiarize the student teacher with the disadvantaged student, the poverty community, and the makeup of a typical high school in a disadvantaged community. (Author/JS)