This study describes the first-year implementation of a professional development school (PDS) program in an elementary school and reports the extent to which participation in the PDS program influenced teachers' (N=32) perceptions regarding teacher empowerment along four dimensions (mentoring self-efficacy, teaching self-efficacy, professional knowledge, and collegiality) cited in the literature. Data generated by a teacher empowerment questionnaire ("Teacher Empowerment Inventory") were compared to data collected from teachers (N=82) at the other four elementary sites within the PDS program. Chi-square tests revealed significant differences on several questionnaire items. Qualitative data were collected (through interviews, focus groups, participant observation, and examination of archival materials) and examined relative to the major components of the PDS program and the four dimensions of teacher empowerment. The three major components of the PDS model that were examined are: (1) supervision of practice teachers, (2) school improvement planning, and (3) clinical professor training. These data corroborate some previous findings of the questionnaire and suggest explanations for divergent responses. Among the features of the PDS program discussed in this paper are: (1) practice teacher cohorts; (2) training of experienced teachers as clinical professors who instruct, supervise, and evaluate preservice teachers; and (3) university liaisons, who train cooperating teachers and act as members of the supervision/evaluation team for preservice teachers. (IAH)