There has been considerable concern among policymakers over the last decade about the recruitment and retention of talented and energetic people into teaching. A study is described that documented what three talented and idealistic prospective teachers hoped to accomplish in their teaching and how their goals developed through teacher education and student teaching experiences. Data were collected utilizing student teaching journals, interviews conducted before student teaching began and again near its end, and reports from cooperating teachers and supervisors. Case studies based on teaching experiences of the students illustrate their views which reflect a relational conception of teaching, a commitment to sharing personal beliefs, and a wish to share of themselves in ways that would make meaningful differences in their students' lives. Results suggest that policies intended to promote professionalization of teaching in general and standards for social studies teachers in particular should not devalue the more personal dimensions of teaching, and that policymakers should treat these personal dimensions as a central rather than a peripheral concern. (LL)