In a discussion of the practicum experience for student teachers, it is noted that while the experience of 50 days of teaching practice has a powerful impact on student teachers, its potential learning value is not realized. There is little opportunity for student teachers to experience the more extended role that teachers are expected to develop. Teachers have been expected to be involved in school governance, the development of school policies in curriculum, and providing broad curriculum experiences (e.g., integrating disabled students and extra-school experiences). The challenge in this study was to make the practicum more of a school experience than a classroom experience and provide opportunities for prospective teachers to experience teaching as a collaborative activity. This paper outlines the way in which the practicum experience has been revised in three cooperating schools, as the result of a joint activity between faculty and schools. A school experience has ensued which has radically altered the teacher education program for a group of student teachers and has led to a reconsideration of the relationship between tertiary institution and cooperating school in preparing teachers. Attached is an extract from an interview with two student teachers, who discuss their 12-week school experience with an external evaluator. (JD)