This paper portrays three student teachers, in the same teacher education program, who were placed in a highly structured school for their field experience. The study focuses on how individual student teachers develop perspectives toward teaching and interpret school experiences. Individual case histories are presented, based on interviews with the student teachers and their cooperating and supervising teachers, questionnaires, and classroom observations conducted over a five-month period. Factors other than setting and personality--specific events and people--influenced student teachers' views. Although actions of the three student teachers were similar at times, due to school-designed practices, the student teachers developed divergent perspectives based on their unique perceptions. Comparisons and analyses are made, and implications for teacher education are discussed. (Author/FG)