This paper reviews research on teaching practicums and describes research-based efforts of the University of Waikato in New Zealand to make the practicum component more effective. Changes in the practicum component being implemented include clarifying the relationship between theory and practice; improving the communication among schools, colleges, and students; outlining the logical development of expectations for each practice teaching requirement; providing training for associate teachers; improving assessment of the practicum; and establishing the Professional Studies Department. Findings suggest that the blend of the practicum incorporated within professional practice courses produces an effective mix of theory and practice and that improvements to this model will bring about a professionally more sound development than the school-based initial teacher education models being proposed elsewhere. (JDD)