This study was conducted to analyze the process of learning to teach from the perspective of the student teacher. Issues associated with how student teachers perceive experiences contributing to their learning process form the basis of the analysis. Data referred to come from a larger study conducted over 3 years which explored the perceptions of student teachers preparing to become primary and early childhood teachers. Participants in the current study were eight student teachers involved in their final school experience before graduation. Findings were derived from interviews (excerpted in the document) and formal and informal observations. The role of the learning process is discussed in terms of setting goals, modelling the supervising teacher, gaining experience by doing, developing routines, and learning by trial and error. Two concerns are raised about the ways in which student teachers perceive experiences contributing to learning to teach: the first relates to the limited experiences which student teachers "count" as helping them learn to teach; the second is the passive approach to building up a stock of experiences to draw on directly during their later careers. It is suggested that teacher educators have a role in challenging these perceptions. (LL)