This qualitative investigation examined the strategy knowledge of preservice teachers in a field-based program. Subjects were 24 preservice teachers in a field-based program. Recursive analyses of their field teaching lessons and post lesson interviews revealed a continuum of strategy awareness ranging from limited to metacognitive levels. First semester interns were found to be more procedural and skill-oriented in their implementation than were second semester residents. Generally the preservice teachers were familiar with and used a repertoire of strategies that included reading strategies and general instructional strategies as well as instructional approaches and ways of organizing instruction. Recursive analyses of preservice teachers' reasons for selecting and using particular strategies revealed that the residents' rationale was more developed, process oriented, and student-centered than the interns' rationale. Findings suggest that the central focus of residents' rationale was independent lifelong learning while the central focus of interns' rationale was the acquisition of information. Guided reflection during post lesson interviews appeared to increase preservice teachers' awareness of the purposes and conditions for strategy use. Consequently, a pre/post reflection guide was developed to focus preservice teachers' attention on elements of strategic instruction, specifically the conditions involved and the development of this knowledge in students. (Contains four figures and 31 references; various sample forms are appended.) (Author/CR)