This study investigated the relationship between the prior degree of contact of student teachers with children and the anxiety level of the student teachers before and during actual contact with children in the classroom. Subjects of the study were student teachers beginning classroom teaching experiences in the spring semester before graduation. All of the classrooms were judged of equal difficulty in terms of academic and behavior management problems. Results of anxiety tests administered over a six week period indicated that the anxiety level tended to be higher for the group with low previous contact with children. However, this anxiety seemed to diminish as the student teacher continued to interact with pupils. Results of the study having implications for teacher education are discussed. (JD)