Little research has been conducted to directly compare the effectiveness of different models of field-based learning experiences and little has been reported on the use of the Interstate New Teacher Assessment and Support Consortium (INTASC) standards in establishing a formative assessment for teacher candidates (TCs). The current study used the INTASC standards as a benchmark, to measure TCs' self-perceptions of their preparation and competence to teach. This study examined the perceived level of competence of TCs completing three different field-based experiences within the same teacher preparation program at a research-intensive university. More specifically, this study attempted to answer the following questions: (1) Do different field-based experiences affect TCs' self perception of their professional competence as defined by selected INTASC standards? (2) Do TCs completing different field experiences rate themselves differently on knowledge, disposition, and performance as measured by latent variables? Findings, limitations and implications of this study are discussed. (Contains 1 table and 2 figures.)