The value of early field experience in preservice teacher education programs has been debated in the literature on teacher education. While some see little or no value in the practice, others view early field experience programs as a means of improving the self-concept of prospective teachers and as a way of enhancing their acquisition of the skills that will subsequently be addressed in methods courses. The University of Hawaii Early Field Experience Program, which is based on linking methods courses with field experience in the secondary schools, is conducted in two areas of the preservice program: the first experience occurs during the generic methods course early in the student's professional education core, and the second takes place during the content methods course later in the student's professional education core. The first phase of the program, which lasts for 12 weeks, involves at least one class period per week, and optimally may involve one half-day observation session per week. The experiences include three stages: orientation, involvement, and evaluation. The field experience program that takes place during the industrial arts content methods course typically involves 20 hours of observation and participation at one school over a period of 10 weeks but can also involve such options as 5 initial visits, each to separate schools, followed by 5 visits to one of the schools observed during the first set of 5 visits. (MN)