This qualitative study examined the personal practical theories (PPTs) of the members of the supervisory triad--college supervisor, cooperating teacher, and student teacher--to discover whether PPTs could provide information about relationships within the triad. Three preservice teachers, three college supervisors, and five cooperating teachers participated in the study. The participants' PPTs were compared with the goals and outcomes of a reflective teacher education program to ascertain whether PPTs could yield information about the likelihood of the prospective teacher becoming a reflective practitioner as defined by the program. Study findings indicated that the PPTs: provided a heuristic tool which enabled each participant to systematically approach his or her beliefs about education; provided a mechanism for the researcher to analyze triad interaction; and served as a useful mechanism for understanding the relative degree of implementation the participants displayed in relation to the goals and outcomes of the teacher education program. Recommendations were made for utilizing PPTs both as a method of understanding triad relationships and as a screening mechanism for the program. Three tables display summaries of participants' PPTs, triad groupings, and information on PPT congruence. (Contains 79 references.) (Author/ND)