This descriptive study examines the unique cases of three middle grades education majors who completed a year-long student teaching experience in the same school where they were hired for their first year of teaching. Surveys of the new teachers, their mentors, and observations of the new teachers were used to examine the preparation received in the year-long student teaching experience as well as their transition into the teaching profession. While all three new teachers recognized their first year of teaching was still a challenging one, their experiences provide insights for easing the transition from pre-service to full-time teacher. (Contains 1 table.)