Each year the Faculty of Education, University of Toronto (Ontario, Canada), receives applications from potential teachers with excellent profiles but who lack teaching experience. These applicants are possible candidates for the Teacher Apprenticeship Program (TAP), an alternative teacher education program. Those selected are placed in regular classrooms to gain experience and attend several compulsory inservice sessions. This document describes the Scarborough (Ontario, Canada) School District TAP. The overall purposes of the TAP are: to associate apprentices with successful practitioners (coaches); to marry practice to theory and research; to indoctrinate participants with the "Scarborough culture"; to maintain a Scarborough Board profile in current teacher training initiatives; to maintain and enhance Scarborough's impact on teacher education; to provide a professional growth opportunity for experienced teachers; and to provide a better trained and more knowledgeable talent pool from which to make future staffing selections. This study reports on the perceptions of 30 apprentices, 30 coaches, and 26 principals who responded to a questionnaire regarding the impact of inservices, benefits of the program, problems that arose, and suggestions for future programs. Results suggest that the TAP experience provided: growth in self confidence; development of interpersonal skills with children; and familiarity with the role of a classroom teacher. Analysis of the responses is reported in tabular and narrative form. The survey instruments and a summary of participants' comments comprising three-quarters of the document, are appended. (LL).