The perceptions of 27 student teachers pursuing the Early Childhood Education Diploma Programme in two Jamaican teachers colleges were analysed to determine (1) their perception of the importance of the Educational Foundations and Professional Studies components of their programme and (2) how those helped them become effective teachers. Respondents revealed through questionnaires, journals, and informal interviews that they considered both the Educational Foundations and Professional Studies important. However, the programme was rated as only moderately effective in preparing students to teach. The data revealed students' utilitarian pproach to teaching. They repeatedly criticized the "theoretical" courses and recommended more practical courses. The findings confirmed earlier research into the evaluation of teacher education programmes. Specific recommendations are made for better communication of teacher preparation programme goals, the improvement of instruction, and for further research into early childhood preservice teacher preparation programmes.