本研究旨在探討幼稚園實習教師在大四上學期集中實習期間的現場經驗，藉其經驗瞭解實習教師在集中實習期間遭遇了哪些困擾問題？實習教師如何因應這些困擾問題而做調適？希望研究內容能讓讀者明瞭實習教師與情境之間互動的真實過程，並作為師資培育者規畫教育實習課程之參考。 本研究以一位師院八六級幼教系學生為研究對象，採用質的研究法，以觀察、訪談及文件蒐集的方式收集資料，作為分析整理之用。研究期間為九個月。 綜合研究發現，研究者將實習教師的困擾問題歸納為五點：1.人際關係的問題。2.角色定位的問題。3.專業知能不足的問題。4.實習幼稚園限制的問題。5.師院集中實習制度的問題。 面臨以上的困擾問題，實習教師採取了不同的調適方法，可歸納為四點：1.自我心理建設與反省。2.與現實妥協，安於現狀。3.嘗試改變。4.尋求協助與支援。 針對研究發現，研究者提出下列建議：1.加強實習教師人際溝通協調的技巧。2.開設實務性課程，增進實習教師的專業知能。3.重視實習幼稚園品質，慎選幼稚園原班老師。4.強化集中實習指導功能。5.延長集中實習的時間，採漸進式見習方式。

The purpose of this qualitative case study was to examine the problemsa kindergarten student teacher perceived during student teaching and how shedealt with these problems. This inquiry was based on observations of studentteaching, interviews with student teacher and two cooperating teachers, andstudent teacher diary. Analysis of data indicated the following findings.First, five groups of perceived problems included (a) communications andrelations between partner and cooperating teachers,(b)role definition,(c) lackof professional knowledgeand skills, (d) limitations in the practice setting,and (e) student teaching program issues. Second, four solutions the preserviceteacher adopted when experiencing problematic situations were (a)introspectingherself, (b) compromising, (c)trying to change, (d) asking for helps.