A study was conducted to determine: why teachers think the way they do; what teachers know and what is transferred to students; and, how novice teachers and experienced teachers alike attempt to make sense of the world. The subjects of the study were 117 elementary education student teachers. A pretest was administered prior to student teaching with respect to the novices' knowledge and beliefs about teaching as well as their views on teaching and learning through knowledge of content. A posttest was given upon completion of the student teaching experience. Among the findings of the study were: (1) student teachers view knowledge as more than factual content; and (2) knowledge becomes an understanding of the ways in which people think and of the ways novice and experienced teachers alike attempt to make sense of the world. Because the shape and scope of knowledge is ever changing, novices needs to be encouraged to be risk takers and flexible thinkers. In the past, education has presupposed that success in life comes with mastery of fixed content. This study implies, however, that the shape of new curriculums might well mirror the shape of human understanding without fixed beginnings or endings. (LJL)