Changing expectations of students in early childhood teacher education, diversity of their life histories, extramural commitments, and the socio-cultural contest of the early childhood sector have raised a range of concerns about the course experience of students enrolled in the Bachelor of Education (Early childhood) in the School of Early Childhood, at the Queensland University of Technology. This paper reports on the preliminary phase of longitudinal study of the course experience of 141 students (66 in their first year and 75 in their fourth year). These students were surveyed with respect to their life histories, course experience and perceptions of the course. Findings indicate that students in their final year, in comparison to first year students, were more positive about the course and indicated greater confidence in their role as emerging early childhood professionals. In addition, the teaching practicum emerged as crucial for their achieving balance between theory and practice. Relevant findings are discussed with respect to implications for early childhood teacher education.