The Institute of Education (Utrecht University, Netherlands) has developed a one-year immersion teacher education program for beginning teachers. The program consists of two days per week on campus with the other days spent as classroom teachers; it includes intensive supervision by a cooperating teacher and a university faculty member. In this "commuting" teacher education arrangement, the novice teachers are stimulated to make "intentions" on campus which they try out the next day in their classrooms. Both beginning teacher and cooperating teacher reflect on the teaching experience. On campus, the beginning teachers share their experiences, add theory, and engage in such techniques as micro-teaching. The Model of Interpersonal Teacher Behavior (INTEB) is used as an aid in structuring the experiences. Two case studies are presented to illustrate issues that arise for student teachers as they move into their first teaching experiences. These studies focused particularly on two issues underlying the INTEB model: the notion of circularity in communication between teacher and student; and the notion that the influence and proximity dimensions of the INTEB model are independent. A finding was that all successive elements of the commuting arrangement contributed to the cases' development, in particular the commuting between practice and theory. (Contains 11 references.) (JLS)