EXPERIENCES in preservice traininghave received a great deal of attention in both general (Haberman, 1982) and special education (Nelson, 1978) programs. These experiences are included in every accredited preservice program, and often are viewed by program graduates, professional teacher organizations, and policymakers as the most important learning experiences of preservice training. Yet the value of preservice field-based training experiences, which can be judged by the relationship between the field-based expe-Paper #65).