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The stated purpose of this study was to measure the effects of a public school field experience upon the achievement, educational philosophy, and attitudes of teacher trainees enrolled in an introductory educational psychology course. The study centers on a new approach used in organizing and teaching introductory educational psychology which required the student's participation in a directed field experience that was to be coordinated with the campus class. For purposes of comparative research the students enrolling in the course were randomly assigned to (a) a lecture-recitation section or to (b) a lecture-recitation-field experience-team taught section. This paper describes the measuring instruments used in the study and the course itself. Results of the data from each group by itself and in comparison with each other indicated that adding a field experience in the public schools to a university class did not appreciably affect achievement but did, at times, affect student attitudes and philosophical values. Tables are included at the end of the paper. (JA)