A project designed to promote the ego, moral, and conceptual development of student teachers is described. Research on the student teaching experience indicates that student teachers frequently experience conflicts concerning role expectations and identity formation and are exposed to new and challenging situations that involve genuinely responsible role taking. These findings suggest that the preservice education program provides an optional setting in which to intervene with a curriculum based on cognitive developmental constructs. The purpose of this study was to determine if a student teaching field experience that included the student observing and supervising peers, as well as seminars focusing on perspective taking and personal reflection, would promote personal developmental growth. Results suggest that a curriculum that balances role taking experiences and reflection in a systematic and deliberate way can promote both professional skills and psychological growth for preservice teachers. (JD)