Case study as a research methodology was used to provide a dense description and examination of many of the complex factors in the experiences of three selected student teachers and their cooperating teachers. This research effort examined the real or perceived effects of cooperating teachers' supervision on student teachers' attitudes, perceptions, philosophies, and behaviors during the student-teaching experience. The research investigated: (1) whether college instruction in methods classes was "washed out" by the student-teaching experience because of the strong dichotomy existing between practical theory and traditional classroom practice; and (2) whether the practicum experience serves merely to "socialize" the prospective teachers into established patterns of school practice relating to curriculum and instruction. The study looked at perceptions of three student teachers and transactions occurring between these student teachers and their respective cooperating teachers when pairs held the same theoretical orientation and when they held conflicting orientations to the reading process. Conclusions are addressed in terms of interpretation of data gathered in the case studies. Suggestions for future research and emergent questions concerning the practicum experience in general and the student teacher/cooperating teacher relationship in particular are presented. (Contains 5 tables and 25 references.) (ND)