The cooperating teacher-college supervisor collaboration aspect of the student teaching experience needs to be probed and improved. While clear, specific communication between the cooperating teacher and the university supervisor would seem to be important, it rarely happens. There is a lack of substance in meetings and discussions between these two key individuals in the student teaching triad. The goals of the student teaching experience are vague, and the cooperating teacher not only has not been trained in clinical supervision skills, but also does not have a clear understanding of what the university expects in the way of performance. The university has not decided what should occur during the experience or what constitutes success or minimally acceptable performance. Questions that should be considered when arranging student teaching experiences include: (1) How are cooperating teachers selected, what are their credentials, what is their motivation, and how are they trained for their job? (2) What are the dimensions of the status relationship between the cooperating teacher and the student teacher, what are the primary learnings obtained from a cooperating teacher, how does the student teacher learn from the cooperating teacher, how does the cooperating teacher evaluate the student teacher, and what happens when there is a mismatch in learning style or personality between the two? (3) What is the balance of status between the cooperating teacher and the university supervisor and how does it affect their work, and how often and how effective are their conferences? and (4) What is the relationship between the cooperating teacher and the university? (JD)