The goal of this study was to investigate how moral development changes over time for teacher education master's students during their year-long internship. Data on the Defining Issues Test-2 was collected at three points in time during the full-year teaching internships (beginning, end of first semester, and end of second semester). These longitudinal data were analyzed using multilevel modeling of change, finding that interns' change trajectories differed depending on the moral judgment schema being analyzed (personal interest, maintaining norms, or post-conventional). In addition, trajectories varied as a function of gender and GRE scores. In none of the fitted models was elementary versus secondary status statistically significant, nor did intern age have an effect on the position or slope of the growth trajectories.