This study investigated whether or not students apply educational theory to practical situations when they are involved in a learning process that starts from their own educational experiences and "Gestalts," the holistic unity of knowledge, feelings, values, and meanings linked to concrete situations encountered before, and colored by subjective and value-laden experiences. A curriculum was created that alternated practical experiences and classroom learning within the limits of the course. Additionally, there were opportunities for reflection on, and improvement of, students' educational practices. The study, designed as a case study ("Julia") took place at a university in the Great Lakes region, mostly in the classroom where the social studies methods course was taught. Data consisted of field notes and Julia's class assignments: lesson plans, unit plans, micro teaching materials, and reflection. Julia was interviewed twice, and the researcher kept a journal of thoughts and feelings about the project. Case study data were analyzed using the concept of emergent themes. Based on data analysis an interpretation of the case study was created, using a hermeneutic approach. Julia's case is a good example of what can happen if a student advances in a teacher education program without getting the theoretical and practical knowledge needed for teaching. Displaying a traditional belief system related to teaching, Julia's definition of teaching fits the banking model of education (Freire, 1970), and the question becomes what teacher educators should do about students who base teaching on these types of beliefs. Students should be made aware of their beliefs/values related to teaching, and teacher educators should look for ways to integrate theory and practice so they will be integrated in the teacher. Contains a figure and 72 references. (BT)