Abstract
The paper presents an integrated teacher education program* s unique approach, background, effectiveness and dilemmas. The author provides contextual description of the teacher education program that is built based upon Expeditionary Learning. Using the students' and faculty's voices made through class meetings, on-line discussions, and individual reflective notes, faculty meetings, and field notes, the data were qualitatively analyzed to find emerging patterns of the learning community's sense making of program effectiveness, difficulties, and dilemmas.