This study examined the influence of a semester-long seminar on student teachers' perceptions of their preparedness for student teaching. Eighteen pre-service teachers in elementary (grades K-6) and middle grades (grades 6-8) participated in the seminar. Seventeen pre-service teachers from the same programs were used as a matched comparison group. Analysis of gain scores between pre- and post-seminar surveys indicated that teachers in the seminar reported being more prepared than their colleagues in seven areas. Analysis of the first observation from students' full-time internship indicated statistically significant differences on ratings related to classroom management and content knowledge. However, no significant differences were noted during pre-service teachers' fourth observation during their internship. In light of these findings, implications for supporting pre-service teachers are discussed.