This paper presents an analysis of the perceptions intern language arts teachers have of the roles their cooperating teachers play in content and pedagogical knowledge development. Eight secondary student interns in secondary language arts participated who were completing a 14-week teaching internship which was the final requirement of a 5-year teacher education program. Data were collected by structured and unstructured interviews, twice-weekly journal accounts, classroom observation, and a preliminary questionnaire. The investigation indicated that dialogue between intern teachers and cooperating teachers revolved around classroom management and procedural concerns rather than content knowledge. The focal points of dialogue and dissonance between cooperating teachers and intern teachers appeared to be interpersonal relationships and the acknowledgement that teaching styles are unique to the individual teacher. Results suggest that intern teachers value positive interpersonal relationships and for them a major source of dissonance was not being sure whether the cooperating teacher approved of them or their teaching style. A discussion of the results includes considerations on the value of extended field experience programs. (JD)