This study was conducted to examine the developmental process of seven student teachers as they: experienced the transition from preservice teacher education student to novice teacher; learned to work with students in the secondary classroom; and became cognizant of the problems related to dealing with teachers, students, and administrators. Data were gathered through daily videotaping of student teaching, which provided a record of interactions with students; fieldnotes; student teacher journals; and on-campus seminars. Results suggest that: student teachers learned to recognize teaching as an extremely complex endeavor; on-going positive critical evaluation was needed; developmental stages occurred sequentially; a good match between student and cooperating teacher is crucial; collegial support is necessary; and business education student teachers are knowledgeable in content areas, but appear less prepared to accept the multiple responsibilities of full-time teaching. An appended table presents major concerns of each participant as identified in daily journals. (LL)