A study probed into the thinking and actions of preservice teachers in an effort to illuminate more clearly the nature of teaching perspectives. The study also investigated the way in which these students organized their perspectives into a practical philosophy of teaching. Psychosocial dynamics underlying the development of the students' perspectives were also examined. Observations of preservice elementary school teachers, and interviews with them, served as the two major means of data collection. Areas such as cooperation, authority, autonomy, self concept, and intuitive screens were investigated. Findings indicated that students' thinking was in a state of flux. Although some had notions of teaching before enrolling in the teacher education program, the ideas had not been systematically organized into a well-defended theory of teaching. It is concluded that significantly more in-depth research must be conducted on the complex occupational socialization of teachers. (CB)