The purpose of this study was to evaluate the experiences of 31 preservice teacher-education students attending Mississippi State University (Meridian) during their practice teaching as recorded in their journals. This study was qualitative and quantitative. A quantitative aspect of the study was the examination of journal entries for semantic choices that reflected positive (more positive than negative), neutral (a balance), or negative (more negative than positive) experiences. On the basis of this evaluation, journals were divided into categories. Twenty-six journals were positive, five were neutral, and one was negative. The journals were also examined for evidence of reflective thinking. Four areas of concern were identified: (1) relationship with classroom teacher; (2) discipline; (3) personal teaching skills and abilities; and (4) students. Insight into the personal reactions of preservice student teachers toward their practice teaching experiences can help to evaluate the success of their educational program and to evaluate their potential classroom successes and failures. An appendix lists keywords and descriptors used in journal analyses. (Contains 30 references.) (Author/SLD)