This study was conducted to compare and contrast the nontraditional placement of student teachers in a single school for an entire semester rather than the more traditional approach of placement in several buildings during the same time period. Student teachers (N=25) were assigned to the Ottumwa (Iowa) Regional Center. Of these, 19 were placed following the traditional approach, while the other 6 were assigned to the Douma School, selected as an experimental site. Data were gathered through observation and interviews of all professional personnel. Results suggest that advantages offered to Douma School teachers-in-training include: strengthened professional relationships among cooperating teachers, student teachers, pupils, and university supervisors; and expanded opportunities for collaboration, mentoring, reflection, collegiality, and bonding. In addition, student teachers were offered in-depth exposure to "real teacher" experiences such as assignment to teacher committees, placement on duty rosters, and inclusion in all inservice training. A disadvantage frequently reported was the inability to practice in another building and another environment for the purpose of starting over after having had the benefit of some teaching experience. Further research utilizing this paradigm is recommended. (LL)