This paper examines the impact of film and television stories on prospective teachers and the ways in which popular culture has influenced ideas formed about teaching roles and schooling. Questions about teachers' beliefs and how teachers see the practice of schooling are integral to curriculum planning and reform in preservice teacher education. This paper suggests that preservice teachers might benefit from the opportunity to examine the ways in which they have come to define their role as teachers, and what it means to teach. Knowledge resulting from experience and reflection may begin the educational process. Using popular film and television stories provides an opportunity to enhance the study of culture in teacher education. Recognizing what one believes is important, and understanding how those beliefs impinge upon future practice may depend on how teacher education is approached. A cultural approach which combines professional reading with television and film stories can provide a means to discover truths about the self and to provoke reflection. (LL)