This paper reports on the conceptualization and first year of implementation of a model of preservice teacher education and training established at the University of Notre Dame Australia to meet the specific needs of the Catholic education system. In setting up an appropriate model, the notion of the graduate teacher as one who is critically self-aware and sensitive to students' needs within a faith community assumed central importance. The nature of the Catholic school is outlined, with its emphasis on a holistic approach to education and its view of school as community. An essential component of the Diploma in Education program is students' involvement in a regular, well-planned, professionally supervised experience in schools. A curriculum sequence based on developmental and sequential stages was designed to facilitate the development of competence in planning, implementing, and evaluating teaching-learning processes and contexts across different subject areas. Data analysis that used a modified version of the Developmental Research Sequence provided evidence that the first year of the course has helped neophyte teachers move towards an ideal of reflective practice through building self-efficacy. (Contains 16 references.) (JDD)