This study compared preservice teachers' perceptions of their changing philosophies of education, comparing the reports of graduates from traditional, university-based programs with reports of graduates from intensive field-based programs. For eight semesters, teacher education graduates received a program evaluation survey in the mail 2 weeks after graduation. The survey asked about their educational philosophy, whether it had changed, and why. Data from 428 student responses highlighted seven themes: (1) practitioner concerns of a practical nature; (2) critical/evaluative comments; (3) realization of self-development; (4) education in a broader spectrum; (5) specific agreement with the program; (6) specific disagreement with the program; and (7) vacuous comments. Graduates of the intensive field-based program reported least in the category of personal growth. They did not differ greatly from other students in acknowledging a change in their educational philosophy over the course of the program. Field-based students commented least on agreement with the methods that the program espoused (constructivist and student-centered), although there was higher agreement among them concerning the classroom climate and affect advocated in the program. Field-based graduates were less competent in articulating their philosophies, as they had the highest percentage of vacuous, generic comments. (Contains 3 tables and 10 references.) (SM)