Since the “Teacher Certification and Intern Rules for Schools under Senior High Schools and Kindergartens” took effect, the amendments of the clauses every year have been a source of every year. The new “Teacher Education Law” published on July 24, 2002, further changed the one-year full-time internship to 6 months and included this practice into pre-service curriculum. How would the 6-month full-time internship develop then? This is an issue of concern. This research probes into problem with the 6-month full time internship, using the content of weekly reports written by 23 student teachers of 10 elementary schools in 2004-2005. Documentary content analysis and triangulation yielded the following, the following conclusions are: (1) There are four positive aspects: 1. Summative assessment requires teaching demonstration; 2. Internships in August and September may receive important experience; 3. Excellent mentors are able to upgrade the internship performance; 4. The learning group among student teachers serve some functions; (2) there are six aspects to be improved: 1. Substitutes for classes remain unresolved; 2. Inconsistency in quality of student teaching supervision requires correction; 3. Administrative internship for 6 months shall be programmed separately; 4. How to take part in seminar reasonably shall be reviewed; 5. Additional workload is still unresolved; 6. The pressure produced by teachers’ examination and teachers’ screening does affect the quality of internship. Finally, there are some concrete suggestions for the Ministry of Education and teacher educational institutions.