Practicum experiences are an extremely critical component to any teacher education program. Yet how pre-service teachers are included in classrooms can be organized in multiple ways and is influenced by many factors. Structurally, universities must consider school schedules and student course offering schedules. More important is ensuring pre-service teachers have the experience and the support that best prepares them for classroom teaching. This study compares two structures for a pre-service teaching practicum to determine which best prepares pre-service teachers to take on the responsibilities associated with teaching in a classroom as reported by the pre-service teachers. One schedule allows for the professor to be in the field with the student, while the other does not. The specific objective of the study was to determine if there is a difference in what pre-service teachers feel they have gained from their field experience with varying faculty involvement. Results suggest that some benefits in planning and dealing with student-to-student conflict are offered with a scheduling structure that allows faculty to be on site. (Contains 1 figure and 1 table.)