The evidence seems to suggest that (i) little attention has been paid to re-structuring the practical-teaching component in the Eastern Caribbean programmes over the past forty years; (ii) the duration of the exercise is apparently being reduced rather than being increased in line with current trends; and (iii) neither the notion of the co-operating teacher nor of a more developmental role for the University of the West Indies seems to be formally integrated into the practical teaching exercise. An alternative five-phase model for the practicum is offered which integrates the co-operating teacher, clinical supervision, an extended period of practice, an emphasis on reflective practice and a developmental process to govern progress through each of these phases.