This study investigated the value of course embedded faculty-supervised fieldwork for pre-service teacher candidates. These candidates were enrolled in undergraduate literacy and special education courses at a small private liberal arts college. Both qualitative and quantitative data were collected to ascertain students' perceptions of course embedded fieldwork. Quantitative data were based on a Likert Scale survey; qualitative data were collected from written responses to two open ended questions. Additional data were collected from pupils in the classes where the teacher candidates worked. Results of the study pointed to the positive value of this fieldwork model.