This case study of a field and theory class examines a model designed to provide meaningful field experiences for preservice teachers while remaining consistent with the instructor's beliefs about the role of teacher education in preparing teachers for the classroom. As it turned out, the preservice teachers learned more about teaching and learning from their interactions with teachers and learners than from directions given in the college classroom. The field and theory class consisted of 34 freshmen. The class followed a new model for field experience, in which all 34 students were placed at the same school and worked in pairs with cooperating teachers. The model required a more active participation from the classroom teachers. The course included one day per week in the field, as well as college classroom instruction, and required students to keep a reflective journal. Partnerships developed between preservice teachers and with classroom teachers. As authentic questions arose in the field, efforts were made to link practice to research and to introduce the preservice teachers to the role of teacher as researcher. Results of the study suggested that field experience can reinforce rather than ignore or devalue theory, and that classroom teachers are willing and most capable of helping novice teachers develop their skills when they are included as partners in teacher education. (A substantial excerpt from one journal is included.) (ND)