This study explored student teacher, intern, and beginning teacher journals for themes that might inform inservice and preservice teacher education programs. The journals of 58 teacher candidates and beginning teachers were read to identify themes. Then common themes were organized into categories and frequencies for each category were determined. Two groups comprised the population: (1) 14 teacher candidates enrolled in teacher preparation programs who were followed as student teachers or interns; and (2) 44 beginning teachers in Illinois and Wisconsin. Completing open-ended or semi-structured journal or log entries were requirements of both groups. Student teachers' and beginning teachers' themes were organized and information was reported based on several focusing categories. Among the student teachers' emerging themes included a personal sense of accomplishment, development, and excitement; steady construction of confidence; and a feeling of self sufficiency. A second theme of school interactions and relationships with staff also emerged. Beginning teacher entries were grouped by period of the academic year showing common concerns. Overall the journal entries revealed several common themes for both the student teacher and beginning teacher groups that may shed light on how best to design teacher education programs, field experiences, and support programs for beginning teachers. (JB)