To develop a rationale for the implementation of a field-based program for teacher education in reading and language arts is the purpose of this paper. The field-based program is discussed in terms of its evolution from the traditional university program, the interrelationship between the competency-based and field-based programs, and a possible model for implementation of a field-based program. The attempts being made at the University of North Florida to implement a field-based program are discussed in detail with special emphasis on the reading-language arts program. Numerous obstacles that must be overcome to develop a successful field-based program are discussed, the primary one being the inability to supervise field experiences adequately. (WR)