The investigators in this continuing study at Towson State University, Maryland, followed up the experiences of preservice elementary teachers, as revealed by their journals and interviews, with an interview schedule for their college supervisors. Recurring patterns in the areas of: (1) view of work; (2) attitude; (3) personal relations; (4) practical skills; (5) investment; and (6) assessment were gleaned from a content analysis of the journals reviewed and the interviews conducted. Implications drawn from the data suggest ways to better monitor the work of beginning teachers, either at the preservice or inservice level, and ways to develop better teacher education programs that meet the needs of those beginning teachers. (Author)