This paper presents a descriptive analysis of preservice secondary social studies teachers' perspectives toward teaching in general and social studies education in particular. Twenty-five students majoring in social studies education at a large midwestern university during 1984-85, representing four major phases of the teacher education program were selected to participate. Field experiences are the most valuable part of the teacher education program according to this study. An individual's perspective may be viewed as his or her underlying rationale or theory of action. The naturalistic inquiry paradigm was used to construct the development of preservice teachers. An individual's teaching perspective is the product of his or her interaction with the teacher education program, early field experiences, and personal history biography. Continued involvement with the subject area and working with young people were the most frequently cited reasons for choosing teaching. The participants' conception of the primary purpose of social studies was to transfer knowledge and provide students with a well-rounded knowledge base. The type of knowledge considered most important for a successful teaching experience was command of general social studies content. (SM)