The purpose of this qualitative study was to identify events in the field experiences of Early Childhood Special Education (ECSE) preservice teachers that were perceived by the preservice teachers as influencing their thinking in relation to ECSE practices. The preservice teachers’ weekly reflective journals, university supervisor observation notes, and preservice teachers’ overall evaluations of the field experience were analyzed. Comments were coded into one of the five direct services strands or one of the indirect supports strands of the Division of Early Childhood (DEC) recommended practices in early intervention/ECSE: assessment, child-focused practices, family-based practices, interdisciplinary models, technology applications, personnel preparation, and policy, procedures, and systems change. The majority of data were coded into the strand of child-focused practices. The strand that received the second largest number of codings was assessment; family-based practices had the third highest number of codings. Findings are discussed in relation to structuring ECSE practicum experiences to result in the desired outcomes.
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