The most suitable vehicle for preparing preservice teachers for work with exceptional children is clinical experience, which include practica, field experiences, internships, and student teaching. Besides giving preservice teachers practical work experience, a well-planned and action-oriented clinical experience develops and modifies attitudes, sensitivities, and skills. Areas for specific emphasis for preservice should include an understanding of the levels of educational services and of how to recognize and manage social and behavior problems in the classroom. One four-phase model for clinical experiences has the following sequence: (1) Preservice teachers visit and observe a variety of classroom settings; (2) They are assigned to a school where they observe and participate in various activities and classes; (3) They have a limited teaching experience in an assigned classroom; and (4) Having gained appropriate knowledge, skills, and attitudes, full-time student teaching in a mainstreamed class is expected. (FG)