Learning how to informalize and integrate the school day was the major quest of 22 American students assigned to practice teach in English primary schools. Informal, integrated English classrooms are defined and described. American and English teaching in these classrooms is assessed for seriousness and clarity of purpose, organization, establishment and maintenance of standards, delegation of responsibility, perception of possibilities for studies, lead studies, lead questioning, conservation and creative use of materials, problem identification, presentation of children's work, coping with vertical grouping, record keeping, forcing integration of studies, and relating to others. Discussion indicated that the American students encountered problems in their 11-week stay that hindered the achievement of their goals. Culture shock and the role of the directing teacher were two forces over which they had little control; other teaching difficulties involved their organizational skills, ability to define problems decision-making capabilities, ability to ask leading questions and to define standards for the children. The benefits of this practice teaching experience are also discussed. Included is an outline for a school practice notebook required of each practice teacher. (SDH)