The integration of theory with practice continues to be an important concept in preservice teacher education. This paper reports on findings of a study in which preservice teachers evaluated their preparation for internship course to determine how adequately they felt prepared for classroom teaching at the beginning of a 16-week practicum. Also noted are additional sources from which student teachers learned strategies for teaching and management, and the ways in which they developed reflective strategies for thinking about their teaching. Implications for practice include development of a professional development model through which some aspects of preservice and inservice teacher education can be linked. Figures and tables present frameworks for integrating theory and practice based on three epistemological traditions, and tables provide means and standard deviations for students' perceptions of their preparedness for teaching based on five areas of course content (lesson planning, unit planning, questioning and responding, classroom management, and strategies of instruction), and additional sources and strategies for acquiring more knowledge about the five main program areas. (Contains 16 references.) (LL)