The study described in this report explored the development of the professional perspectives of 12 students through all phases of their teacher preparation program in southern Alberta (Canada). The purpose of the study was to examine the process of "becoming a teacher" from the point of view of students "in process" and to examine the impact and effects of a teacher preparation program on these students' development. Data analysis and interpretation were based on observations, interviews, journals, and stimulated recall to identify and describe the thoughts, feelings, and actions of education majors as they progressed through the program. Professor and cooperating teacher behaviors and contextual elements which stimulated various responses in students were also identified. Findings indicated that students do change during their teacher education program and that the total program contributed significantly to the process of becoming a teacher. Students learned: (1) a great deal about how to teach (organizational and routine procedures, how to deal with specific students, the jargon of teaching, and a variety of teaching techniques and strategies); (2) how to learn; (3) to develop or enhance a number of personal qualities; (4) about themselves as teachers; and (5) to develop a philosophy of teaching. The paper concludes with a discussion of the importance of the practicum, the importance of reflection, and the individualized nature of learning to teach. (Contains 29 references.) (LL)