The purpose of this study is to investigate how of a group of prospective teachers' beliefs and perceptions about teaching (as a profession) change as they complete a teacher education program offered by the Curriculum and Instruction Department at an Eastern U.S. University. Considering the fact that there is quite a difference between prospective teachers' entering and exiting perceptions and beliefs about teaching as a profession, there exists a need to provide new insight into the reasons causing this difference. The findings indicate that field experiences gave the prospective teachers the opportunity to modify their self-perceptions about teaching careers. (Contains 1 footnote.)