This Teacher Corps program at Michigan State University is attempting to improve the quality of preservice teacher education within a competency based framework. The program emphasizes consistent use of instructional design and the instructional processes of assessment, goal setting, determining objectives, developing teaching strategies, and evaluating. During this two-year program, students spend 50 percent of their time in an internship at a Lansing elementary school and 50 percent of their time in completing degree requirements. Additionally, the interns receive field-based bilingual training and are involved in a variety of community based activities. In the spring of 1973, 30 interns were selected for this program from populations which included Mexican-Americans and/or Spanish-speaking, blacks, American Indians, and economically disadvantaged whites. On examining the academic achievement of these interns, it was found that the mean grade point average for these Teacher Corps interns was the same as for the seniors in the College of Education at Michigan State University. Fifty percent of the minority interns had grade point averages equal to or better than the average for the seniors in the College of Education. The nonminority interns had the highest grade point averages of any of the groups in this comparison. When the interns were grouped by sex, the male interns appeared very similar to the minority interns, while the females closely resembled the nonminority interns. (BD)