Students take general education courses and courses designed to introduce them to teacher education during the first eight semesters. During the ninth and tenth semesters, they are immersed in teacher education courses, field experiences and content area courses. In the eleventh semester (usually the first semester of formal acceptance into the Teacher Education Program,) they take methods courses and spend time in their student teaching placements. In the final semester, they are full-time student teachers, with a couple of evening courses to provide them with additional support.

We work closely with Wilson County Schools and other districts in our area to provide many opportunities for immersion in school settings. Students take a course that includes field trips to various elementary, middle school, and secondary school settings. They also participate in various practicum experiences related to this course. All students take a literacy course and spend a minimum of 36 hours in a classroom. Students also participate in activities with our partner and area schools, such as hosting "Science on the Go," where the 5th grade students from a neighboring elementary school visit the Barton College campus for four weeks to receive science instruction from our teacher candidates, sponsoring a literacy night, providing a math carnival, supporting faculty and staff at Special Olympics events, and other activities. In senior year, candidates spend the first semester taking methods courses at Barton College, while also spending quality time each week in the student teaching setting, where they participate on a full-time basis during the second semester.

We prepare our teacher candidates to understand how racial and ethnic backgrounds play a role in education and how to differentiate instruction to meet the needs of learners. All students must pass a course on racial and ethnic relations. They also work closely with our partnership schools, which have diverse populations. All of our students participate in practicum experiences at Title I schools. All candidates also take a course related specifically to differentiating instruction for students, and they show that they can provide effective instruction for a variety of student needs when they are student teaching.

Each student has an academic advisor in the School of Education who works closely with them in identifying and meeting their professional goals. Each candidate is also assigned a student teaching supervisor from Barton College and a clinical educator who mentors them in the student teaching experience. In addition, the Director of Field Experience and the Dean of the School of Education provide an additional layer of support and coaching.  We also provide support to our students during their first three years of teaching.

The School of Education undertakes yearly evaluations of the program and makes improvements. They make curriculum updates, as well as changes to meet the identified needs of students. Every five years, each program undergoes a larger evaluation conducted as a self-study by the program and is reviewed by representatives from across the college. Recommendations are made for improvement in each program, and progress is monitored.