According to the literature, the most substantive learning experience for preservice teachers is the school-based internship or practicum. Historically, these impacts have varied according to the knowledge, skills, and values of cooperating teachers who support or resist the university taught programs. In this study, researchers examined the impacts of using beginning teachers (who were committed to the university's program, practices, and values) as cooperating teachers during a pre-internship. Here, 4 beginning teachers served with 8 pre-interns (2 interns each) during a 13-week internship at 4 public elementary schools. This was a replication of the “Interactive Induction and Internship Program” (IIIP) study (Nugent & Faucette, 2004) which had been developed in response to an NCATE mandate for more university support for beginning teachers. In the current study, 2 university supervisors and a university researcher/consultant (who had co-created the original program) served as support to the beginning teachers and pre-interns. The new teachers were Caucasian-American (N=3) and Hispanic-American (N=1). Three were female and one was male. The interns included Caucasian-Americans (N=6) and African-Americans (N=2). Six were male and 2 were females. This qualitative research study used multiple methods of data collection including: formal semi-structured interviews (3 times per intern); informal interviews with them throughout the internship; university supervisor observations (feedback logs and field notes); and other internship-related documents. Data were analyzed for themes and patterns that led to a narrative using quotes and interpretations from triangulated sources. As in the first study, results were positive for the interns who enthusiastically reported very satisfying internship experiences. They felt they had achieved optimal learning relative to knowledge, skills, practices, and values as a result of working with the beginning teachers. They appreciated the professionalism and depth of knowledge possessed by these teachers and reflected awe at the confidence levels and abilities of those who had only recently graduated from the same program. They discussed their development (which had gone beyond expectations) and were grateful to have interacted with beginning teachers who understood what they were experiencing. They also were grateful to novice experts who shared personal strategies for handling discipline problems, large numbers of students, planning demands with little time, and the challenges from senior colleagues who offered varying levels of support to the practices being implemented in cooperation with the university. All participants felt future interns would benefit from similar experiences and encouraged continuation and expansion of the program. Keyword(s): elementary education, professional preparation, research