Abstract
Learning by doing has been a consistent theme in social work education since the early Charity Organization Society movement within the profession and this emphasis continued after the introduction of formal university-based training programs. Over the years, the social work literature has focused on conceptualizing various models of field education and delineating the variables involved in the multidimensional network of students, social work faculty and field instructor. Focusing on expectations of student's readiness to start the field placement, the authors explored this network and found differences among students, faculty and field instructors which appeared to be related to the individual's own perspective rather than the realities of the field instruction model in question.
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