This study examined the perceptions of cooperating teachers who are coaching student teachers within Professional Development School (PDS) models in two cultures. Part of an action research project conducted by the University of California-Irvine (UCI) and Beit Berl College (Israel), the study examined: (1) what contributions the cooperating teacher provides to the preservice teacher and receives from collaborating with a preservice teacher in training and (2) whether the cooperating teacher's coaching role effects his/her own teaching and professional life. Data in the United States and Israel were gathered using the same methodology. Dialogue meetings were scripted and then content analyzed for emerging patterns and categories. A questionnaire was developed. The original questionnaire was completed by 58 California teachers in 1993-94 and a second version was completed by 19 Afek (Israel) teachers in 1994-95. The cooperating teachers in both California and Israel felt their contributions to the student teachers were significant. Israeli teachers emphasized seeing students as individuals first and instructional techniques second. American teachers emphasized classroom management, then instructional ideas. Only the American teachers reported that they themselves benefitted from interaction with preservice teachers. Versions of the questionnaire are appended. (Contains 26 references.) (JLS)