Several features of Beeby's model (1966) of the development of educational systems in developing countries served as the theoretical basis for the Malaysian Teacher Education Project (MTEP). These features include: the qualitative aspects of teaching, a focus on qualitative change, an emphasis on the realistic rate of such change in practice, and the pivotal role of the classroom teacher as the primary change agent. This project involved a select group of 12 Malaysian students who obtained undergraduate degrees through the secondary teacher education program at Brock University (Canada). A key component of the program was a practicum involving student teaching at selected schools in Malaysia. Both the classroom component and the practicums were jointly designed by education faculty from Brock and the Malaysian Ministry of Education. Although the program enjoyed success on several fronts, situational and cultural factors produced some complications and problems, such as resistance to change from within the school system. The results of this attempt to prepare capable teachers who are motivated to introduce change at the classroom level has several implications for future collaborative efforts in cross-cultural teacher education. (IAH)