There is a paucity of research on what constitutes an ideal special education field experience, and it is not clear which components or activities within a field experience impact a teacher's growth to the greatest extent. Reviewing past research will assist in categorizing the components typically included in field experiences and may assist in supporting why field experiences are considered the cornerstone of special education teacher preparation (Connelly & Graham, 2009). The purpose of this article is to review the existing body of literature on field experiences that include special education teacher candidates for two purposes: (a) to categorize components of field experiences and (b) to understand what types of questions can be answered regarding the effects of such components on special education teacher candidates. Specifically, the following questions guided this review: (a) What are common components of field experience placements? (b) What are the components of field experiences that are considered the most important? (c) What is known about the effects of the components of field experiences on special education teacher candidates based on the research design, data collection, and methods used?