There are differences in how preservice, novice, and expert teachers view effective teaching. This study traced conceptual changes among preservice teachers at different points in their preparation; investigated whether there were differences in perceptions of students in the elementary and secondary programs; and examined how second and fourth year preservice teachers (N=33) viewed teaching by asking them to observe and critique a videotaped lesson taught by former Secretary of Education William Bennett. Students took observation notes while viewing the lesson, and wrote short critiques identifying instances of effective teaching and instances of less effective teaching. Content analysis of their critiques revealed no discernible differences between elementary and secondary education majors. However, comments differed both in quality and frequency for second-year compared to fourth-year students; second-year students noted surface characteristics of the lesson and appeared more subjective in their judgments of the observed teaching process; fourth-year students demonstrated more objectivity, linking their perceptions to the teaching process rather than the teacher. Studies such as this one may suggest ways of imparting expert traits to preservice teachers at an earlier phase of their development. (LL)