This study explores a redefinition of student teaching in the field of art education through three case examples. The data was drawn from collaborations between teachers and three school districts and art education personnel from a large midwestern university involved in the Holmes Group. Our objective was to include public school art education teachers in the design and implementation of student teacher fieldwork. Our request for participation generated idiosyncratic responses from the three districts. We have found that collaborative methods are useful in the organization of student teacher programs, but problems arise from time constraints, and that building trust is an integral part of a successful process.