A study was made of 10 practicum students in the College of Education at Louisiana Tech University and 7 cooperating teachers at a nearby middle school. The purpose of the study was to describe and analyze the practicum experience and its role in the preparation of middle school practicum students. Analysis of the study data yielded several findings. First, from the students' perspective, content knowledge and classroom management skills were not adequate, and they wanted more practical applications in addition to the opportunity to teach more. Second, from the teachers' perspective, students' content knowledge and classroom management skills were inadequate, and the university should provide some structured and formal methods to assist students in their deficiencies. Third, students were concerned that they were not receiving enough teaching experience, and students appeared to feel that they were in hostile environments, instead of pleasant school settings. Finally, teachers were concerned with the large number of students that were assigned to some teachers, while others received no assignments. (ND)