This study was conducted in order to examine the efficacy of involving student teachers as naturalistic inquirers during their field experience. Such tasks as taking fieldnotes, doing simple qualitative analyses, writing brief summary reports, and learning to think critically about educational issues while learning to teach, is a very helpful approach for preparing teachers. The study was undertaken in l989 in a moderately large high school and involved a university supervisor, two cooperating teachers, and four student teachers. The students agreed to keep fieldnotes as part of their experience and to share those notes with their supervisor on a regular basis throughout the year. During the l990-1991 school year, a new group of 5 student teachers participated in this experience; the supervisor taught them naturalistic inquiry while their cooperating teachers taught them how to teach. The students' fieldnotes and conversations with the university supervisor, the cooperating teachers, and other student teachers were analyzed. The data analysis revealed that the process of involving student teachers as naturalistic inquirers works for both student teachers and cooperating teachers, and it gives the university supervisor a wealth of information against which to judge the quality of the student teachers. (Most of this document is comprised of excerpts from student teachers' journals.) (LL)