Most research on teacher education has taken a functionist approach to socialization, emphasizing the importance of moulding individuals to the norms of the profession. Weaknesses have been noted in this approach, and recommendations have been made which call for a theoretical and empirical reorientation to the study of teacher socialization which considers the process of socialization and the relationship of variables within the particular context of socialization. This paper offers a critique of the functionist approach to the study of teacher socialization. An alternative theoretical and empirical orientation to teacher socialization is presented. A brief review of teacher socialization literature provides supportive documentation for a reorientation of theory and research with an emphasis on the role and contribution of the preservice teacher in the socialization process. The design of an ethnographic study of a teacher education program is outlined and preliminary findings on this ethnographic investigation are reported. Implications of the study are discussed along with possible considerations for future teacher education programs. (JD)