Field experiences in preservice teacher education may be both valuable and problematic. Problems may arise from: (1) previous experiences of teachers and teaching; (2) previous experiences in classrooms; (3) the potential influence of the norms and values of the setting; (4) the difficulties of relating theory and practice; (5) the challenge of developing intercultural understanding; and (6) the nature of teaching itself. Local organizational choices and modifications, such as wise and careful selection of schools and effective liaisons between the school and college, could help to alleviate these problems. The teacher education curriculum should be modified to include multicultural education for preservice teachers. Teacher preparation programs must also teach their students to recognize and analyze preconceptions which may stem from their individual interactions and experiences with teachers and in schools and classrooms. (CB)