Noting that teaching methods are ineffectual unless teacher education students are aware of their preconceptions and internalizations, a study explored the conceptual frameworks of preservice English teachers. The study addressed the following questions: (1) Can preservice teachers objectively discuss their notions of school life, and are they aware of the values and beliefs they will take into the classroom? (2) Do they plan for coping with perceived obstacles or problematic existing practices? (3) Are there predominant metaphors in their thinking? (4) Are there conflicting images concerning the learner, the subject matter of English, or future teaching roles? and (5) What implications can be drawn by probing the images, concerns, and goals of preservice teachers? Subjects, 8 graduate and 12 undergraduate English education majors at a large research university, submitted to an in-depth interview and completed a questionnaire. Results indicated that preservice teachers were well aware of the differences between English as it was taught in their own high schools and ideas about its teaching as presented in university education courses. Findings also showed that any attempt to classify their beliefs about teaching as a traditional conception of the curriculum, or as only growth-oriented, or predominantly concerned with skills competency were unsuccessful, since all respondents considered these three approaches as not mutually exclusive in practice. (Figures and tables of data are included, and references and questionnaire samples are appended.) (NKA)