This paper describes one professor's sabbatical leave, when he returned to a third/fourth grade classroom as a teacher. It examines logistical arrangements necessary for success and insights gained. He worked in a Professional Development School (PDS) for 1 year, mentoring a PDS intern, 2 student teachers in the traditional preservice program, and 2 college observers. Arranging for the leave required support from university and school district personnel. The most gratifying part of the work was the opportunity to reuse certain strategies that he taught in university courses and to find them still effective in the classroom. One very effective strategy was the Theory of Multiple Intelligences. Working with preservice teachers from different programs reinforced in him future teachers' need for regular positive feedback on teaching and the importance of regular conferences with preservice teachers. Public school colleagues were a constant source of support and encouragement, which reminded him of the importance of school culture in setting the tone for contacts between adults that can spill into encounters with children. Collegial relationships were crucial to success. The biggest challenge was time management. The paper concludes that regular visits to PDS classrooms provide an important reality check for teacher educators. (SM)