In the last fifteen years, the concept of field-based experiences has changed from a Schools, College, and Department of Education (SCDE) focus toward a consumer-oriented model. This paper briefly reviews the early goals and describes the definitions which differentiate clinical experiences from field experiences which may help clarify research results on field-based education. Using the literature from current studies of teacher education, the paper identifies the parameters of field experiences and describes how these are being applied to a field-based elementary teacher education program in the Southwest. (Author)