This study examined the influence of the student teaching program within the College of Education at the University of Bahrain on the prior beliefs and attitudes of 120 student teachers. A 24-item questionnaire was constructed, based on dilemmas of teaching and learning (knowledge and curriculum, the teacher's role, and the teacher-student relationship), to investigate student teachers' beliefs before and after student teaching. The questionnaire also asked respondents to identify characteristics of their ideal teacher and ideal student. A subgroup of 40 student teachers completed semi-structured interviews on their beliefs about teaching and learning related to their academic and personal backgrounds. After the program, the student teachers discussed the impact of the teaching practicum on changing their prior beliefs about teaching and learning. They also noted the role of university supervisors and cooperating teachers in changing their beliefs and attitudes. Overall, student teaching did not result in considerable change in student teachers' beliefs about teaching and learning. Most students gained a more realistic perception of the job of teaching and grew more comfortable with implementing their initial positions and more confident in their abilities to handle a classroom in their preferred style. (Contains 82 references.) (SM)