The study described here was conducted to examine the impact of reforms made to an elementary education program which include broadened supervised practicums experience for all education methods courses thereby creating a link between theory and practice. Specific attention was given to prospective teachers' perceptions of the usefulness of their teacher preparation program before and after the student teaching experience. Upon completion of required professional coursework and practicums, and prior to and following student teaching, participants (N=41) were asked to complete a questionnaire (copy appended) developed to elicit information with respect to: beliefs about one's ability to teach elementary education subjects; use of various teaching strategies learned in methods courses; and the impact of college coursework in learning to teach. Additional open-ended questions attempted to glean information with respect to perceived areas of strength, concern, and connectedness. Results indicated that teacher candidates with extensive practicums experience begin teaching with confidence and grow in confidence as a result of student teaching; methods courses are valued equally with practicums; and general education and introductory education courses were rated as having the least impact on learning to become teachers. (LL)