Research findings on teachers' perspectives on teaching tend to indicate that institutional pressures are not strong enough to control what teachers think and how they act within their classrooms. While teachers will conform to organizational demands, their basic teaching styles are likely to remain unchanged. This study explored the socializing effects of the student teaching experience on the perspectives on teaching of 13 student teachers. Before the start of their student teaching, the subjects responded to the Teacher Belief Inventory (TBI). The TBI was developed to assess teacher beliefs related to six specific categories: (1) teacher role: passive-active; (2) teacher-pupil relationship: custodial-humanistic; (3) knowledge and curriculum: strong frame-weak frame; (4) student diversity: negative-positive; (5) the role of the community in school affairs: passive-active; and (6) the role of the school in society: reproductive-transformative. Responses in each of these areas provided a profile of teacher beliefs that comprised the individual's perspectives on teaching. In addition to completing the TBI, each student teacher was interviewed at least five times between January and May, 1981, and observed while teaching at least three times. Interviews were also held with pupils, cooperating teachers, and supervisors to discover developments of perspectives of the student teachers, any observed changes, and influences that might induce change. Resulting data indicated that student teaching did not result in an homogenization of student teacher perspectives. Students came into the experience with different perspectives on teaching and significant differences among them remained at the end of the semester. Little evidence was found of passive response to institutional forces. It should be noted, however, that the subjects of this study selected the schools in which they did their student teaching and, in this selection, naturally chose positions in schools most reflecting their own perspectives. (JD)