Two faculty members from Indiana University Southeast collaborated with experienced special educators over a 2-year period to determine if supervision procedures based on general education classroom situations fit today's special education student-teaching experience. They found that the 21st-century special education classroom is often not a classroom but rather the point of deployment of services that follow students with special needs into their general education classrooms. Student teachers going from classroom to classroom must quickly acclimate themselves to different teachers, classroom environments, and subject matter. Within the first few days of student teaching, behavior intervention plans, crisis and safety intervention procedures, and relationships with other teachers and instructional assistants should be clarified. Student teachers are exposed to multiple teaching models within and across classrooms. The master teacher and student teacher should routinely discuss instructional strategies that the student teacher has observed and should clarify which are best practices. With decentralized service delivery, other teachers or instructional assistants may have more direct observation of the student teacher than the supervising teacher. Those expected to contribute their views of student teacher progress should be clear about performance expectations. Supervising teachers should be deliberate about observing their student teachers when they have the chance. It was also found that Webcams and e-mail could enable more field placements in rural areas and allow exemplary teachers at distant sites to contribute to teacher education. (TD)