The term "image" has been employed in various ways to describe the practical knowledge teachers have derived from their own experiences. These images grounded in personal experience are also assumed to guide student teachers' thoughts and actions in the classroom. Adopting a case study method, this study examined two early childhood student teachers' teaching images and their classroom practice. Classroom observations, videotaping, interviews, written plans, personal journals, and reflections were the major sources of data. Based on an analysis of the data, this paper discusses: (1) early childhood student teachers' images of teaching in classroom practice; (2) changes in teaching images during the student teaching period; and (3) possible influential factors on student teachers' images. Findings indicated: student teachers hold specific teaching images before they start preservice training; these images are deeply rooted in their own experiences and appear to be ways of representing knowledge that could readily be translated into action; and the growth of student teachers' images may require teacher educators to consider how best to design training activities in which students' existing knowledge is scrutinized and challenged. (Contains 28 references.) (LL)