A survey of seventy-two teacher training institutions and 2,027 prospective teachers across the country was conducted to find out the implementation of the experiential learning courses of the new teacher education curriculum. The findings revealed that all the experiential learning courses were implemented with similarities and differences in the delivery modes within the frame of time to complete the education degree programs. The public schools were made partners as cooperating schools and a laboratory for the field studies, and the teachers acted as resource persons. Both the teacher-training institutions and the cooperating public schools gained advantages as well as underwent difficulties in the implementation. On the other hand, the prospective teachers claimed to have enriched their experiences and enhanced their preparation to become teachers. Along the seven domains of the National Competency-Based Teacher Standards (NCBTS), the prospective teachers revealed that the experiential learning courses had enhanced their competencies most in personal growth and professional development and least in planning, assessing and reporting. The result may help inform curriculum planners and implementers regarding the status of the new teacher education program as a way of providing continuous feedback for curriculum development.