The purpose of this study was to determine the effectiveness of a field component that was merged with a new teacher preparation curriculum so that at the completion of the program the undergraduate candidates could be recommended for both K-6 general and special education certification. An examination of the data reveals that the program is challenging to implement, especially in terms of scheduling logistics, but beneficial to the preparation of new teachers. The intense field experiences allowed preservice teachers to face the challenges of meeting a diverse population of students in the areas of academics, culture, and socioeconomic status. Candidates were completing the program in an authentic context with a practical view of the realities of teaching in classrooms today.