Teacher educators have acknowledged the importance of preservice teachers' biographies but remained largely inarticulate about how shared knowledge of personal histories helps shape preservice teachers' thinking and ultimate practice. This document provides a detailed description of how preservice teachers use their personal histories to generate premises which in turn constitute an internal, reflection-like dialogue between Self-As-Student and Self-As-Teacher as a way of making sense of course work. The report also analyzes the relationship between the personal histories of nine preservice teachers and the practical arguments they employed to defend decisions they made about the potential value of instructional principles encountered during formal studies of teaching. Also explored are the implications these dialogic strategies have for teacher educators. Cooperation and participation in dialogues rather than monologues can enable preservice teachers' arguments to be influenced and their reflections shaped. (Author/LL)