A study was conducted to examine how undergraduates with little or no field experiences in school classrooms make sense out of university course work. This document presents the story of one preservice teacher, Jeneane, a 22-year old woman preparing to teach English. Jeneane's learning from a teacher education course should be a tale replete with conflict and struggle ending in a climactic moment of either rejection of course ideas or development of new understandings. It is not. Instead, it is an account of how one highly motivated, thoughtful, and bright preservice teacher engaged positively in professional study without ever noticing or reacting to major discrepancies between her beliefs and those her professor affirmed. Interview data shed light on the process she used to interact with course work, without identifying conflicting theories of how students learn or noticing that her rationales for embracing course ideas differed from her professor's. Jeneane's case suggests a series of responsibilities that teacher educators may consider incorporating into a pedagogy for preservice teacher education. Contains 13 references. (Author/LL)