The growth and development of the pedagogical schemata of 16 midwestern preservice teachers in a graduate-level, secondary alternative certification program was studied by examining: (1) pedagogical knowledge comprising the schemata as the program began; (2) pedagogical knowledge comprising the schemata at the end of student teaching; and (3) trends and changes in the participants' pedagogical schemata as they interacted with the program. Subjects were guided by a conceptual framework of classroom decision making. They engaged in reflective activities (interdisciplinary seminars, journal writing, and concept mapping) and participated in coursework, a practicum, and student teaching. Data were collected throughout. Subjects showed four stages of pedagogical development (atheoretical, theoretical, integrated, and practical schemata). Results suggest the importance of: (1) having professional teacher preparation before entering the classroom; (2) helping preservice teachers construct an initial cognitive framework of theoretical knowledge early in their pedagogical development; and (3) offering alternative teacher education to help chart the growth of preservice teacher pedagogical knowledge over time. Three sources of knowledge were seen to contribute to pedagogical development of graduate-level preservice teachers: theoretical principles, practical knowledge and wisdom, and personal prior knowledge of teaching. A list of 31 references is included. (SM)