Pre-licensure, graduate intervention specialist majors participated in an introductory assignment, reporting their reactions to ten hours with an individual who had a moderate to intense disability. Research questions included: 1) How do pre-licensure, graduate students connect theory to practice? 2) What was it about the pre-licensure, graduate students' initial practicum experiences that surprised them? 3) How do pre-licensure, graduate students think the initial practicum experience will impact their future work? 4) How do pre-licensure, graduate student responses inform the special education preparation program at Wright State University, and teacher education as a whole? Findings from this research indicated that although pre-licensure graduate students need explicit direction for field experiences, they would also benefit from researching self-generated questions. Graduate students should also have ample opportunity to showcase their experience, and reflect on best practices and "lingering questions," particularly in regard to inclusive learning environments.