An intensive case study of two student teachers focused on how their beliefs and practices developed during the student teaching experience. Ethnographic methods used included participant observation, semi-structured interviews, and analysis of journals kept by the student teachers. The Kelly Repertory Grid Technique was used to examine the beliefs of the student teacher both before and after the student teaching experience. This paper presents detailed findings concerning both student teachers. Several important hypotheses worthy of further research that involve student teachers' idiosyncratic beliefs, how beliefs change over the student teaching experience, philosophical views and educational beliefs of student teachers, and how beliefs guide the student teacher during actual practice are listed. (CB)