This paper describes a 1996 study that compared the student teaching experiences of a traditional and a nontraditional student to ascertain what differences in their experiences might imply about teacher preparation. The two students kept journals that could be written in at any time of the day. They recorded their impressions of their situation and their reactions to events. They also reflected at the close of each day. The students met with the researcher once a week for discussion. The researcher periodically visited with the cooperating teachers and college supervisor to gain anecdotal evidence. At the end of the semester, the cooperating teachers completed interviews. A list of categories emerged from the conversations and journals, including paranoia about succeeding (the unrealistic fear of failure), perception of differing relationships with cooperating teachers and staff, the adaptation from student to teacher, and the relationship to the content. Results indicated that there were marginal differences between the two. The nontraditional student had an easier time establishing relationships with the cooperating teacher and other school faculty. Cooperating teachers agreed that they more easily built relationships with student teachers who were closer to their age. The traditional student was more confident about obtaining certification. Both students conveyed exhaustion and amazement with how their cooperating teachers kept up with so much information. (SM)