This study surveyed 106 student teachers/interns to determine (1) whether they possessed theoretical beliefs about second language learning and teaching that reflected the methodological divisions of skill-based, rule-based, and function-based approaches toward teaching English as a Second Language (ESL); (2) the extent to which their instructional practices were consistent with their theoretical beliefs; and (3) whether their beliefs and practices changed from the beginning to the end of the year. Participants were preservice educators studying multiple subjects, single subjects, special education, and bilingual education. They completed the Beliefs Inventory, which examined their orientation to teaching ESL, and the Lesson Plan Analysis Task, which had them choose which lesson plans they preferred. Students who demonstrated clear theoretical orientations completed the Ideal Instructional Protocol, which had them describe preferred procedures, techniques, and materials; preferred groupings of students; preferred assessment measures; and good second language learners within ESL classrooms. Next, researchers used observational instruments to examine students' procedures and techniques, materials, grouping methods, assessment methodology, and interactions with students. All students were observed three times from January-June. Results indicated significant differences between programs in proportions of students having clear theoretical orientations and in theoretical orientations toward teaching ESL. Participants' practices were very consistent with their theoretical beliefs. Their theoretical beliefs did not change over the year. The survey instruments are appended. (Contains 17 references.) (SM)