The investigators in this preliminary study (currently underway at the University of Towson, Maryland) used the experiences of preservice elementary teachers as revealed by their journals and interviews to obtain insights that will enable them to develop a more satisfactory and professional induction to teaching for beginning teachers. A content analysis of journals that subjects kept during their teaching experience revealed recurring patterns in the areas of: (1) attitude toward work; (2) view of teaching; (3) personal relations with colleagues and children; (4) practical skills; (5) commitment to teaching; and (6) self-assessment. A discussion is presented of the patterns of change that appeared to occur as the students progressed through the student teaching experience. It is posited that if a precise determination can be made of what happens to preservice teachers in their college and university training, it may be possible to better assist beginning teachers in their process of induction into the world of work. Also, if a more precise determination can be made of what happens to beginning inservice teachers in their induction process, it may be possible to develop better teacher education programs. (JD)