This study examines the pedagogical-professional development of student teachers in a teacher-training program, and focuses particularly on a description and analysis of the practicum in the first and second years of a 4-year training program. In the first year, the student teachers taught six seminars of 3 days each to seventh grade classes and in the second year, the student teachers taught the same curriculum content in a formal class setting. This study focuses mainly on the modification of student teachers' beliefs over the 2 years of their training. Examination of the professional development of student teachers demonstrates a clear shift in their pedagogical beliefs from an idealistic mode of viewing the teaching experience in the first year, to a pragmatic one in the second year. Contrary to the view that sees primary idealism as an immature, undeveloped position, we contend that idealism and a sense of mission are desired qualities and the shift from ''idealism'' to ''pragmatism'' indicates a regression and not progression.