The preservice teacher education program at Monash University (Australia) focuses on the nature of learning. A central antecedent to this is to have student teachers reconsider their concept of quality learning. The purpose of this paper is twofold--first, to highlight how student teachers' understanding of quality learning develops, and how this influences their approach to teaching; and second, to report on the effectiveness and value of two approaches currently in use. The first approach involves development of a portfolio of teaching strategies, episodes, and ideas that demonstrate how preservice teachers see their role as high school teachers. The second approach places student teachers in a 10-week school-based integrated practicum and "course work" experience with the support of both professors and school supervisors. Students are placed in a position where they are able to test how the learning theory taught in their course work relates to their practice in classroom teaching. Common to both approaches is the need for the student teachers to reflect on their experiences. In both cases, the students' own experiences and the sense they make of them are the focus for their learning. Examples of portfolio items, an interview protocol, and a portfolio questionnaire are appended. Contains 13 references. (Author/LL)