A study considered the beliefs and practices of three preservice content area teachers about the required content area reading course and its relationship to their field experiences. The three preservice teachers, all older, nontraditional students with previous career experiences, averaged eight dialogue journal entries during their observation-participation field experiences two days per week for two hours per day at a Hawaiian suburban intermediate school. Retrospective interviews were conducted two years after the completion of the field experience. Three major categories emerged from analysis of the journal entries: value of content area reading; preservice teacher thoughts, feelings, and fears; and relationship with cooperating teacher and secondary students. Results indicated that each of the three preservice teachers expressed a real interest in the teaching strategies introduced in the content area reading course. Results also indicated profound concerns about the degree to which they could be implemented within the field setting--whether the relationship between cooperating teachers and preservice teacher became a power or collegial one overrode the other factors of strong personal biography, the content of the related reading course, and opportunities for reflection. Findings suggest that student placement in field experiences is often a matter of convenience rather than careful thought; and cooperating teachers taking courses in clinical supervision with its emphasis on field notetaking and conferencing skills is not enough. (One table of data is included; 27 references are attached.) (RS)