Preservice teachers base their expectations of teaching on the cultural images that surround them. Unfortunately, these images tell an incomplete story, and preservice teachers' expectations of teaching often reflect a narrow understanding of a fantastically complex endeavor. Jeremy Delamarter explains that, to help their candidates thrive, teacher preparation programs must respond to incomplete expectations by gathering useful information about aspiring teachers' expectations, providing analytical frameworks for questioning their expectations, supporting effective reflection, and recognizing candidates' demographic differences.