A study was conducted by a researcher who observed the mathematics education class and the field experiences of one preservice student teacher. The teacher educator and the target student were the key participants. The focus of the study was on the transition from student to teacher, and on the initial trials of being a teacher. Insights were found on what aspects of teacher education have the most influence on preservice teachers and what effects the teacher educator has on the intentions and actions of the preservice teacher during field experiences. It was observed that the teacher educator's method of teaching future teachers was consistent with his stated goals and beliefs about teaching children. It was also observed that the student teacher, during sessions with children, closely modeled her teaching professor. It was concluded that, in the transition from student to teacher, the student depended upon her professor for guidance and was fully aware of the fact. Discussion between the researcher and the student teacher reveals that participating in this study enabled the student to begin to acquire a reflective or inquiring stance, the capacity for informed and independent judgment, and a commitment to study and learn from experience. (JD)