The purpose of this investigation was to qualitatively study the transfer of skills and perceptions developed in microteaching to the student teaching experience. In addition, the study analyzed whether there was further development or changes of these skills and concerns throughout the duration of student teaching. The initial sample used was 17 preservice secondary science teachers enrolled in a microteaching course. A stratified random sample of six of these student teachers was followed into the immediate subsequent student teaching experience. Four rounds of qualitative analyses were used to assess the congruence among the concerns, perceptions, and decision-making skills identified upon the completion of the microteaching course and those first expressed upon first immersion into student teaching; and development and changes of the aforementioned perceptions, skills, and concerns during student teaching. Those concerns and perceptions evidenced during microteaching persisted during student teaching, along with a few additional concerns. Additionally, the perception of planning changed as the students began their practice teaching. Although the subjects completed the microteaching experience primarily with concerns for self, they exhibited an immediate dominance of concerns for students upon entering student teaching. (CW)