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Abstract
This paper summarizes the findings of an empirical study that utilized symbolic interaction theory as an underlying framework. It focused on a basic tenet of symbolic interaction theory which states that individuals take the role of significant others in order to pattern their responses to meet the expectations of these significant others. The central hypothesis inferred that there was a relationship between the students' cognitive reorganization of the meaning of certain social work concepts and the formal socialization process that they experience in a graduate school of social work. It was found that during the first semester of graduate study this did not exist.