The personal perspectives of a teacher can support or hinder successful outcomes for students with disabilities. With the increasing prevalence of diverse and inclusive P-12 classrooms, the attitude of the general education teacher is of great importance. Consequently, it is imperative that teacher preparation programs work with community partners to provide extended experiences for future teachers to facilitate conceptual shifts and improve attitudes about teaching students with disabilities, particularly students with emotional and behavioral disorders (EBD) and intellectual disabilities (ID). This article shares the evolution and outcomes of two unique field experiences designed to provide future general education teachers with opportunities to make personal connections with students with EBD and ID. These ongoing, immersive experiences involve two service-learning partnerships with an exceptional public school and a nonprofit organization. Feedback from teacher candidates, families, and partners indicate positive outcomes. These outcomes include identification of misconceptions and changes in attitudes, along with additional unanticipated results. The stories of these partnerships are offered to encourage university faculty in building community connections to provide extended field experiences for future general education teachers to work with students with disabilities.