This study looks beyond the student teaching experience into the world of six beginning teachers and how their capstone experience impacted their thinking, practice, and professional identity. Three of the teachers participated in a coteaching during student teaching model (CTDST) and the other three participated in a traditional student teaching placement (TST). A collective case study research design was used to gain an understanding of the complex process of constructing a professional identity. Within-case analysis and between-case analysis found that although the six research participants shared budding teacher identities, growth mindsets, and courage, there were differences between the TST participants and the CTDST participants. The two groups differed in the accuracy of their assessment of their classroom management skills and in the timing and placement of the first time they recognized themselves as teachers. Moreover, the experiences of participants in effective CTDST placements supported previous research findings that extensive collaboration with mentor teachers was beneficial for beginning teachers and strengthened their teacher identity. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]