This paper describes a study that explored the personal concerns of student teachers, how they viewed their apprenticeship and their hidden perspectives. A description is given of how information was obtained about the way four students viewed their field experiences. Journals, daily narratives of students' reactions to teaching experiences, provided one source of information. The concerns that emerged were in the areas of: (1) view of work; (2) attitude toward situations in which the student was involved; (3) personal relations with pupils, peers, and supervisors; (4) feelings about practical classroom skills; (5) investment and commitment to teaching; and (6) assessment of self, others, and the system. Interviews were also conducted with the student trainees and their supervisors. Results indicated that student teachers have differing perceptions, different concerns, and different priorities regarding teaching and field work practice. Their perspectives about their experiences changed as they moved through a series of field experiences. Implications for student teacher supervisors and evaluators are discussed. (JD)