This qualitative study is part of an ongoing, systematic self-study examining preservice teachers' growth from student to teacher. In this phase, the authors specifically explored student teacher growth and development in the context of a constructivist, developmental, and standards-based program. Research questions were: (1) How did a group of preservice teachers transition from being students to teachers?; and (2) How did university faculty aid preservice teachers in their growth process? The authors chose to focus on the roles of faculty members for the purpose of this study and for their own continuing program evaluation. The authors found that the disposition of teachability was key in students' development into successful candidates. For those who lacked teachability or did not acquire this disposition until later on, success was more elusive and the transition from identifying as a student to taking on a teacher role was slower. They also discovered that teachability was not dependent upon academic ability. In fact, levels of both characteristics pointed toward different supervisory behaviors. Gatekeeping and advocacy worked in synthesis, but took on different characteristics, depending on the needs of the student. (Contains 1 figure and 1 note.)