In this paper the first descriptive results of a longitudinal study of organization and learning effects of 24 preservice teacher education programs are reported. Between August 1982 and November 1986 different kinds of qualitative as well as quantitative data were collected among 357 students and their 31 university supervisors and 128 cooperating teachers from the College of Education, University of Utrecht, the Netherlands. The paper opens with an introduction of the research questions and the policy context from which they arose. Then, after dealing with the model and the design used in the study, it presents research results about three issues: (1) conditions of the integrative curriculum design; (2) implementation of integrative curriculum design; and (3) "transition shock" and beginning teachers' classroom performance. As this study is still in progress, the paper concludes with a discussion of some tentative answers to the research questions. (Author)