Abstract
Field experiences during teacher preparation are fundamental to helping preservice teachers understand their future roles and responsibilities and can effectively prepare them to meet diverse student needs across a variety of contexts. This systematic literature review analyzes the perspectives of special education dual certification preservice teachers and their program experiences across ten studies. The history, purpose, and varying models (discrete, integrated, merged) of special education dual certification programs are discussed prior to reviewing the characteristics unique to different models and perspectives of preservice teachers’ experiences described in the research literature. Findings revealed field placement site variation and prolonged duration contributed to preparing preservice teachers for their dual certification by exposing them to experiences that evolved their understanding of the roles they will be expected to carry out as future general or special educators. Preservice teachers described the benefits and strengths of field experiences that allowed them to explore teacher roles and responsibilities in both special and general education classrooms to consider what high-quality teaching for inclusive education entails.