Replacing student teaching with internships and replacing clinical supervision with mentoring have been suggested as needed reforms in teacher preparation. Memphis State University (Tennessee) has initiated three different secondary teacher preparation programs: (1) a baccalaureate program with a full day and 10- to 12-week intership; (2) a 15 month, master's degree program with a three phase, 9-month internship and extensive mentoring; and (3) a post-baccalaureate, 12-month, alternative teacher certification program with a 9-month internship and extensive mentoring. This study documented student involvement in teaching activities during each model's field experiences, and investigated student views of internship and school-related components. An overview is presented of the major components of each program. The subjects of the study were 97 interns or student teachers completing one of the three programs. Differences in internship activities and differences in perceptions subjects held toward their experiences, mentor support, and school related factors are discussed. Findings indicate that, while no one program was superior to the others, similar and different outcomes resulted. Data from the study are displayed in 11 tables and 22 references are included. (JD)