This formative evaluation within a graduate initial teacher education program sought to identify student teachers' perceptions of lecturer practice and its influence on their developing practice. Data collected from course and teaching evaluations and focus group interviews suggested that microstructural course elements--lectures, tutorials, and studio time--mitigated positive aspects of lecturer practice. Therefore, further data collection drew on course documents and video recordings of lectures to examine more closely the nature of course elements and their impact. Findings suggest that student teachers in a graduate program have a unique combination of prior knowledge and professional training needs. Therefore, appropriate course structures are needed that provide strong faculty support and are congruent with pedagogical theory.