This study investigated how decisions were made in selecting elementary school cooperating teachers and subsequently placing student teachers from the perspectives of key university, school district, and school participants. Data were collected through interviews and focus groups with university placement directors, school district officials, elementary principals, and elementary teacher leaders. Interviews examined university directors' perspectives on the process of selecting cooperating teachers, and investigated school district officials' criteria for selecting cooperating teachers and placing student teachers. Focus groups gathered the personal experiences of elementary principals. Each participant shared in the decision-making process regarding student teacher placement, but decisions were made via a series of small decisions. No participants were able to see the whole situation in systemic terms, but rather saw only their own role when their part of the process surfaced. One university placement director estimated that only 10 percent of placement decisions were made in a thoughtful manner. Principals could not describe objective, written criteria for selecting cooperating teachers. There was little or no coordination between the formal organizations of universities and school districts. (Contains 50 references.) (SM)