The purpose of this qualitative study was to explore cooperating teachers' perceptions of a year-long teaching residency program at a four-year college located within the Midwest. This exploration is critical considering that residency programs appear to show promise and continue to grow in number and influence, still limited scholarly research exists on the topic. Equally concerning is that research suggests that cooperating teachers play an essential role in preparing students to be profession-ready, yet the voice of the cooperating teacher within residency programs is largely unheard. This study was theoretically framed by drawing on the conceptualization of learning and elements within Lave and Wenger's situated learning theory and integrating Vygotsky's social theory of cognitive development in finite areas within the study. An exploratory single case study design was employed, and participants were determined using a nonprobability, purposeful sampling method. Six cooperating teachers' perceptions were explored via individual interviews, a focus group interview, and institutional documents. Data analysis was guided by Kalpokaite and Radivojevic's (2019) model. The findings of the study suggested that participants held positive perceptions of the residency program. Furthermore, participants perceived the year-long duration as essential to enable residency students to have a rich experience. Additionally, time was considered a contributing factor to the effectiveness of the gradual release model. Overall, the participants expressed the belief that they had a voice in the residency program and expected their voice to be heard. The findings in this study, when viewed collectively and when situated within existing scholarly research, should prompt teacher education programs to reflect on how best to transform undergraduate education. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]