This case study explores the student teaching experience of a Spanish language teacher candidate through her own eyes. It sheds light on how the participants' prior learning experience and beliefs inform her initial practice, how she develops her teaching skills, what contextual factors affect her learning-to-teach process, and the sources from which she draws her knowledge. Multiple data collection instruments were used to generate relevant and rich data to illuminate the research questions. They included open-ended interviews, participant observation, class videotaping, stimulus recall procedures, and lesson plans. Analysis of data revealed that the interplay of factors, such as the background the participant brought with her, added to her level of commitment, An effective mentoring relationship contributed to a productive learning-to-teach experience. A sample of the participant's interview protocol is appended. (Contains 35 references.) (Author/SM)