A study explored student teachers' adherence, rejection, or modification of their course work-generated (but untested or "idealized") model of reading when faced with the demands of the classroom. Fifty senior education majors enrolled in an integrated elementary and special education program at an urban university wrote reflective essays, submitted lesson plans and narrative lesson scripts, and were observed by their university supervisors during their full year of student teaching. Results indicated that most of the student teachers appeared to have internalized the basic concepts stressed during their developmental reading course--that reading is an interactive cognitive process and that reading instruction should be guided by thoughtful analysis of the reader's needs and goals. Results also indicated that: (1) lesson observations and student teacher reflections generally were in agreement; (2) most of the student teachers clearly indicated how, when, and if they changed their beliefs; but (3) a few student teachers parroted what they felt was the expected answer when they wrote their reflective essays. (Fifteen references are attached.) (RS)