Fourteen elementary and 6 middle level student teachers were observed and interviewed throughout their initial field placement teaching experience. The Classroom Observation and Performance Assessment for Teachers-Revised (COPAT-R) observation instrument and semistructured interviews were used to compare general and content-specific pedagogical development. Results from interviews found that both groups of student teachers perceived themselves as most competent in having lesson plans ready, routines evident, utilizing student-centered instruction, and having effective monitoring and motivational techniques. Conversely, both groups felt least competent in having a system for materials distribution, getting students on task quickly, using a variety of teaching strategies, using critical thinking skills, handling inappropriate behavior effectively and providing guided practice. (Contains 1 table.)