An innovative field-based teacher education program was planned and implemented by the Georgia College School of Education and the Bibb County (Georgia) School System. A program goal was to establish a research base demonstrating that field-based models support teacher preparation better than do on-campus models. A study was conducted to describe and document students' perceptions of the characteristics they possessed as they entered the field-based program in an attempt to understand the behaviors exhibited by these students (N=20), particularly how these behaviors differed from behaviors of campus-based teacher preparation students (N=18). Data were derived from open-ended information forms completed by both groups and from audiotaped interviews with future teachers, on-site instructors, and the campus liaison. Consistent with the literature, both groups were interested in human service, had a love of and desire to work with children, and viewed the caring aspects of teaching as more important than the academic role. Themes identified through data analysis did not reveal clearly stated differences in the perceptions of the two groups of future teachers who, in fact, were more similar than different. There was some evidence to suggest that field-based future teachers were more confident in their abilities to become effective teachers. A copy of the 12-item descriptive information survey form is appended. (Contains 30 references.) (LL)