This mixed-method study provides an analysis of student teachers' transition from a dual licensed special and general education program into beginning special education teaching. This two-wave investigation highlights developmental stages during student teaching, differences in experiences between special and general education student teaching placements, teaching self-efficacy development and adjustment in the first year of teaching. This research also identifies assets or liabilities in successful transitioning, elucidating the critical of role of cooperating teachers, effective mentoring, clinical preparation, and personal attributes of student teachers that promote preparedness and adjustment for first year special education teachers. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]