This study examined the perceived effects of six major elements that may operate in the "ecology" of the student teaching experience: the school supervisor, the college supervisor, the students, the placement environment, participant expectations and efficiency, and skill/applications from the campus-based program. The Student Teaching Experience Assessment was administered to 135 candidates at West Virginia State College following the completion of student teaching. Results indicated that the impact of nonsupervisory elements (the placement environment, relationships with students, and personal/professional efficacy) were highly operative. Student-related aspects were the most significant element. Student teachers attached considerable significance to the role of the classroom supervisor compared to that of their college supervisor. Application of professional education concepts and skills acquired in the campus-based program was comparatively low. Sites for student teaching placement were generally perceived to be an important factor, particularly for providing participants the opportunity for contact and involvement with diverse learners. Student teachers were not overly preoccupied with modeling or implementing the style of the cooperating teacher; thus some level of professional autonomy was operating. The paper concludes that placement of participants in professional development centers is a desirable feature for structuring an effective "ecology" of the student teaching experience. (JDD)