This qualitative two-year study traces the changes in beliefs and actions of four preservice teachers through the final two years of their university education program. Dialectical Theory of Socialization and Cognitive Dissonance Theory provide the theoretical framework. The findings show that three main factors affect the transfer of learning from education program to classroom including: (1) the strength of preservice teachers' initial beliefs and self-efficacy; (2) the acceptance and internalization of knowledge and skills from university classes and from cooperating teachers, students, and institution; and (3) relationship and acceptance of feedback from university supervisor. Findings are presented using case study format. (Contains 1 table.)