In their longitudinal study, Kosnik, Beck, Cleovoulou and Fletcher accompanied a group of 22 beginning teachers along the critical period of their first three years in the profession. While the overall tone of this inside-the-classroom-door-study is positive and even optimistic, the findings point to seven key areas where the authors concluded that a "fuller and more effective pre-service preparation was needed: program planning; pupil assessment; classroom organization, management and community; inclusive education; subject knowledge; professional identity; and vision for teaching." Kosnik et al. take the study of their graduates one step further as they analyze the findings through self-study of their professional conceptions and practices as teacher educators. Addressing the two key areas of program planning and vision for teaching, they initiate a learning process that invites critical analysis of the program they studied as well as of the teacher education curriculum at large. As narrative researchers, Barak and Gidron listened to the story between the lines of this research. The recurrent theme that caught their attention was the phrase "to our surprise." Surprised and surprising are significant words for us as they mark points of expectations not met. Surprises can serve as significant landmarks that point to past, often taken for granted, unmet expectations, but also to learning moments in the present that offer insights into the future. In this response to the study by Kosnik et al., Barak and Gidron present an ongoing dialogue between the findings and conclusions of that study and their own emerging thoughts and questions.