This paper describes the process by which student teachers in field experience programs transform present experience into personal knowledge through experiential learning. The paper is guided by the contemporary understandings about languaging; which include reading, writing, talking, listening, and the transformation of experience into new learning as personally constructed knowledge and meaning. Three considerations regarding student teaching programs are examined and used as a construct for looking more closely at the process of transformation in learning. The exploratory research reported in this paper looks specifically at how a student teacher's written language may differ at the various developmental levels of becoming a professional teacher and what patterns of language, if any, promote or facilitate transformation at the different levels. The three considerations presented as the paper's construct are: (1) the traditional learning model accepted in many programs as appropriate for student teaching; (2) the process of learning from experience; and (3) languaging as a strategy for transforming experience to personal knowledge--specifically writing and talking, which are the originating processes. (JD)