As part of a larger research progam on learning to teach, this paper reviews 15 empirical studies that followed students through one or more components of their student teaching program. The review focused on teacher development, constructivism (which ascertains how initial experiences in teacher education interact with the preconceptions held by prospective teachers), and knowledge utilization. The review found much variation in the usefulness of the research in informing the practices of researchers and of teacher educators. No consistent message was found with regard to the effects of different facets of programs on the work of beginning teachers. Where constructivist teacher education programs were the subject of study, generally positive claims were made about results, but in other cases, student teaching experiences were so devastating that little learning seemed to take place. A positive feature of the research studies was the fact that the research was being conducted by individuals working in programs of teacher education rather than by researchers twice removed from study subjects. (Contains 34 references.) (JDD)