This paper examines secondary preservice student teachers' conceptions of teaching and reflections upon teaching experiences, as expressed in journals written by the student teachers. The paper presents excerpts from the journals of several student teachers. A study is then reported of a student teacher in social studies and his cooperating teacher, who each kept dialectical journals on the student teacher's actions and perceived experiences. The journal information was categorized into four domains: ability of self, classroom skills, subject content, and concern for students. A survey of student teachers and cooperating teachers was also conducted, with the result that cooperating teachers scored student teachers higher in teaching ability than did the student teachers themselves. The paper concludes that training in teacher education preparation programs can be demonstrated and better understood through the use of journals. Copies of survey forms are appended. (JDD)