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This research investigates the experiences of both student teachers and their cooperating teachers in contrasting teacher preparation programs. The comparative study includes a traditional and a professional development school program associated with the same university and the same public school district. In comparing the programs, we analyzed three main dimensions for both preservice and cooperating teachers: Problems, benefits, and evaluation of program components. Both cooperating teachers and student teachers encountered similar problems inherent in their roles. The differences emerged in the way programs were designed to provide support and guidance. Program features also contributed to professional development school student teachers' increased confidence in the teaching role and significantly lower concerns in the areas of self, impact on students, and dealing with student problems. Although both programs received overall high ratings, suggestions for improvement of the traditional progra...