A critical analysis of the field practice component of early childhood teacher education is presented. As used here, the term "practice" includes on- and off-campus student teaching programs that provide preservice experiences for persons intending to work with children from birth to eight years of age and lead to a two-year diploma or a three- or four-year degree. Underlying the analysis are two major assumptions. The first is that the practice component is a valid and justifiable part of a preservice early childhood education program, regardless of its form and duration; the second is that field-based experiences serve to socialize prospective teachers into established patterns of practice and into existing arrangements. Addressed in the analysis are issues concerning (1) the timing and sequence of practice, (2) varieties of placement sites, (3) assessment and evaluation in early childhood education preservice teacher education programs, and (4) the roles of supervisors and their relationship with students and the content and process of supervision. Relevant research findings on each topic are reported and recommendations are offered. (RH)