This study described the internship of two English language arts interns, examining how their perceptions evolved during the 4.5-month, senior-year internship. The study investigated how the internship affected their perceptions of and beliefs about (1) themselves as teachers, (2) teacher professionalism, (3) their effectiveness as change agents, and (4) opportunities for practicing effective strategies and pedagogical skills. The study examined the impact of the school climate and classroom environment on interns' perceptions of teaching and effective practice, preconceived beliefs about the internship experience versus the actual experience, effect of cooperating teachers on the internship program, and opportunities to practice effective strategies and pedagogical skills. Data collection included extensive interviews, document analysis, field notes, interns' reflective daily journals, and classroom observations. Results indicated that school climate and classroom atmosphere significantly impacted interns' perceptions of effective teaching. Both interns had difficulty with relaxed attitudes toward discipline and classroom management. Interns' preconceived beliefs about the internship experience were in contrast to the actual experience. Cooperating teachers had a great impact on interns' becoming reflective practitioners and on their perceptions of best classroom practice. Interns were frustrated and confused by a perceived lack of commitment by cooperating teachers to help them define and polish problematic areas. Opportunities for practicing effective strategies and learning pedagogical skills were limited. (Contains 28 references.) (SM)