Two-year longitudinal case studes were conducted of four teachers, beginning with the student teaching experience through the first year of teaching. The study explored ways in which teaching perspectives, evidenced at the end of student teaching, are strengthened or modified during the first year of teaching. It also sought to determine who and what influences the development of teacher perspectives during the first year. Information was gathered through observations and interviews with each subject, colleagues, students, and principal. The study focused on teacher actions and ideas in four specific domains: (1) nature of knowledge, curriculum, and the learning processes; (2) teacher's role; (3) teacher-pupil relationships; and (4) student diversity. A narrative account is presented of each teacher's experiences and the ways in which the teacher adjusted to and complied with accepted practices of the school, or, conversely, adhered to individual perspectives and teaching styles. Appended are definitions for 17 issues or dilemmas of teaching that were used to define teacher perspectives in the study. (JD)