This article describes a teacher education program, "Studies in Educational Alternatives" (S.E.A.), at Mankato State University (Minnesota). The program is committed to personalization and practicum experiences as major components of teacher preparation. The document discusses: (1) program design; (2) admission processes; (3) self-directed study; (4) field experiences and seminars in pedagogy; (5) supervision; and (6) program effectiveness. Conclusions to be drawn are that a combination of selected admittance criteria and careful attention to the climate in which instruction and field experiences are conducted is a powerful key to the successful preparation of qualified teachers. Students provided with quality field experiences, supportive and informed supervision, and some control over programs emerge as competent teachers. The results of this study suggest that it is possible to construct a personalized field-based program while maintaining the high academic and teaching performance standards demanded by both the university and public concern. (LL)