This study explored the dimensions of an initial teacher preparation program that revealed problems and ideals of preservice practices by focusing on the impressions and experiences of student teachers and those who work with them. Data were collected at four sites in the southern United States, a university and three elementary schools. Data collection included group and individual interviews with student teachers, individual interviews with faculty supervisors and cooperating teachers, analysis of letters written by past student teachers, and observations of student teachers in their assigned classrooms. During this investigation, four themes emerged regarding elementary teacher preparation. First, the program's mission, curriculum, and pedagogy were not clearly articulated and only partially fulfilled the goal of preparing quality teachers. Second, the consistency with which the themes of caring, initiative, and commitment to the field appeared in the data suggests that students, teachers, and faculty view these aspects as critical prerequisites to the profession. Third, attempting to understand and work within the complex context of the classroom while struggling with the nature of teaching results in frustration, stress, and attributions of luck rather than effort. Finally, with the immersion into the student teaching experience, preservice teachers embark upon a process of role identification and socialization that continues throughout their careers. (JLS)