This case study examines how three dual-language student teachers gain entry in their student-teaching experience. They confront the challenges of meeting the expectations of their cooperating teachers and field supervisors, become familiar with their students' academic strengths and weaknesses, and deliver effective classroom instruction. Each of the student teachers was observed to move through three stages of teacher development: (a) gaining entry, (b) acquiring competence, and (c) gaining acceptance. Throughout the study, the student teachers examine the influences of their varied cultural experiences, native and non-native language issues, and their role as the instructional leader in their student-teaching setting.