Purpose of the Study Teacher education is changing to meet the needs of students going into teaching. Almost without exception, the emphasis is on some form of field study as a part of the professional training. This study was an attempt to evaluate the effects of a field-centered teacher-education program on the boys and girls in classes to which trainees were assigned. In order to support or refute the basic premise of this study, nine hypotheses were formulated for testing. Procedures This research is restricted to 444 students in 20 classes of seventh, eighth, and ninth graders. They are included in 20 classes taught by ten teachers. The ten experimental classes, each under a different teacher, were matched against an equivalent number of control classes taught by the same teachers. Following a pre-test covering seven different areas of attitude, teacher trainees were assigned to the experimental classes. After eight weeks a post-test was administered and results of the two tests were compared. Also compared were the students' nine-week grades and Iowa Achievement Test scores. Included as support for the study were observations and comments of the principal, the teachers, the trainees, and the junior high students. Findings The findings of this study are presented in terms of their reference to the nine hypotheses: 1. The experimental group will have a significantly more positive attitude towards the teacher's mode of instruction. There was a significant difference, favoring the experimental group at the .05 level, and the hypothesis was accepted with confidence. 2. The experimental group will have a significantly more positive attitude toward the teacher's authority and control in the classroom. There was not a significant difference at the .05 level. The hypothesis, as stated, was refuted. 3. The experimental group will have a significantly more positive attitude toward the teacher's interpersonal relations. There was not a significant difference at the .05 level, and the hypothesis was refuted. 4. The experimental group will have a significantly, more positive sentiment toward the school social structure and climate. There was a significant difference favoring the experimental group beyond the .05 level, and the hypothesis was supported with confidence. 5. The experimental group will have a significantly more positive attitude toward learning. The results for this section of the test showed a significant difference beyond the .05 level of confidence favoring the experimental group. The hypothesis was supported with confidence. 6. The experimental group will have a significantly more positive sentiment toward school. There was a significant difference favoring the experimental group, and the hypothesis was supported with statistical purity. 7. The experimental group will have a significantly more positive sentiment toward their classmates. The experimental group was not significantly different. As stated, the hypothesis was refuted. 8. The experimental group will not differ significantly from the control group in terms of the teacher's grades. The grades received by the two groups were not significantly different at the .05 level. As stated, the hypothesis was supported. 9. The experimental group will not differ significantly from the control group in terms of achievement as measured by the Iowa Test of Basic Skills. Again, there was not a significant difference, and the hypothesis was supported as stated. Conclusions It was concluded that teacher trainees assisting junior high teachers can create a more positive attitude toward the learning environment of students with whom they work. In all the data collected and all the observational evaluation made, there was none that indicated that the project was detrimental to the boys and girls. Recommendations 1. The results of this study demonstrate that teacher trainees can be of value in junior high school classes, and the schools should encourage their use. 2. Further study should be made to determine the most effective use of tutors by teachers. 3. Further studies should be made to determine ways of evaluating field-training experiences.