As pre-service instructors, we turned to longitudinal study of our graduates as a primary means of finding out how our courses could better prepare student teachers for the challenging early years of teaching. In addition, we used other self-study methods, notably regular feedback from student teachers during the program. The study of 22 graduates over their first three years of teaching revealed that program planning and vision for teaching were two especially important areas that were not adequately addressed in pre-service. In this paper we discuss how we changed our courses to be more effective in these areas.