In 1985, Memphis State University designed and implemented two fifth-year internship programs for Arts and Science graduates wanting to become secondary teachers. The 12- and 15-month programs, though packaged slightly diffferently, provide future teachers with the necessary skills for survival in the beginning teaching years and beyond. The program teaches effective teaching strategies as applied in the Tennessee Instructional Model (TIM), and selected strategies from Adler's Paidiea, the Florida model, and Joyce and Weil. In the phased internship, students are placed in public school classrooms with classroom teachers to observe, advise, and evaluate them. In the immersion internship, the students serve as regular teachers with a reduced teaching load of three classes. During the internships, the interns are encouraged to try, revise, and assess their use of the various instructional strategies. This paper assesses the degree to which the graduates of the internship programs used the various teaching practices and behaviors, especially those associated with the TIM model. (JD)