This study evaluated journals of the classroom experiences of 35 student teachers at Mississippi State University--Meridian Campus, employing both quantitative and qualitative aspects. The journals were assigned as a means of gaining a perspective of the student teachers' planning and implementation of lessons, their approach to discipline, their sense of efficacy, and their attitudes toward their experiences. Analysis of semantic choices, based on a prepared list of possible expressions (included in an appendix), determined whether the journals reflected negative, positive, or neutral attitudes. Results indicated that 29 of the journals were predominantly positive, 4 were neutral and 2 negative. The journals were also examined for evidence of reflection about the four areas of concern. The student teachers demonstrated higher levels of reflective thinking than did students in a previous study, as they commented on the differing backgrounds of the children in their classrooms, their extenuating home circumstances, and differences in rates of learning and learning styles. Two of the journals were selected for detailed examination, one representative of the positive and one representative of the negative semantic analysis. (Contains 12 references.) (JDD)