Like most teacher educators, the authors are aware that prospective teachers enter programs with many experiences in schools, and social studies classrooms in particular, that influence their beliefs about schooling, what it means to teach, their subject, and students. These experiences and beliefs inform how they then experience their program and, possibly, how they will teach. Those in social studies have documented very little about exactly where their students are in their thinking when they begin their social studies education methods courses. However, more research on the inner workings of social studies teacher education is needed. In the past, many have seen the apprenticeship of observation as a barrier to transformation in teacher education. Rather than viewing their prospective teachers' experiences as barriers, or as deficits to be overcome, the authors choose to embrace Segall's (2002) understanding that "it is not "whether" or not teacher education changes prospective views about teaching and learning, but rather, how and in what ways it does so" (p. 168). The larger study from which this piece arose was designed to look at these subtle changes teachers make in their program. In this article, the authors report on their examination of their memories and visions of social studies education as a way to see what they bring from their apprenticeships of observations. (Contains 2 tables and 2 notes.)