This study explores the contradictory two-fold role of the student teacher who is both a student and a teacher. Student or intern teaching is seen as a formalized transition from the role of student to that of teacher and, as such, a transitional period characterized by ambivalent feelings, insecurity, and contradictions. Participants in the study were eight secondary language arts student interns completing a 14-week teaching internship which is the final requirement of a 5-year teacher education program. Collected data included structured and unstructured interviews, twice-weekly journal accounts, classroom observations, and a preliminary questionnaire surveying demographic data and teaching beliefs/ideals. Three common themes were explored: (1) the task of becoming a real teacher; (2) interpersonal relationships; and (3) curriculum and instruction--planning driven by time. Results indicated: (1) while the intern-teacher is put in charge of a classroom, the final accountability rests with the cooperating teacher; (2) the intern is neither a full-fledged student nor a full-fledged teacher--an uneasy dichotomy for some; (3) the intern does not have a sense of "ownership" of the class; and (4) the intern evaluates students while in turn being evaluated by supervisors. The problems inherent in this situation are discussed. Twenty-four references are included. (JD)