Teachers who had received a specialized preparation for middle level teaching were studied to determine the effectiveness of such a preparation program and to help form a knowledge base from which teacher education institutions could document, design, and implement middle level preparation programs. The paper reviews the literature investigating the development of middle schools, and then describes a program for middle level teacher preparation at a large Midwestern state university, involving 25 undergraduate elementary education students. Special features of the program included: (1) study of the nature and needs of early adolescence; (2) study of the principles and practices of effective middle level education as well as curriculum and instruction; (3) methods courses taught by instructors familiar with teaching at the middle level; (4) academic concentrations in at least two areas; (5) field experience for special methods at both urban and suburban middle level schools as well as student teaching; and (6) specific attention to interaction and communication within the program. The study results indicated the effectiveness of a specialized middle level teacher preparation program and the ability of college and universities to establish such programs even with existing elementary or secondary education programs. Further, the large majority of participants securing jobs in middle schools indicate that there is a need and desire for teachers prepared especially to meet the unique requirements of middle level education. Finally, the results revealed an overwhelming satisfaction among participants with their specialized program; they felt well prepared and able to handle the stress and frustrations in the first year of teaching. (Contains 34 references.) (ND)