Many teacher preparation programs now provide field experiences for preservice teachers as early as students' sophomore year. These field experience typically require students to visit a number of different classrooms. However, because (a) sophomore preservice teachers are inexperienced observers, (b) they are unfamiliar with the routines of the classes they visit, and (c) they rarely are able to meet with the classroom teachers later to discuss what they observed, this approach to providing field experiences may be more confusing than it is enlightening for preservice teachers. A model for an intensive sophomore experience in which each student spends several hours every week in the same classroom is presented, and masons for its success are discussed