The nationwide shortage of special educators is well documented. Preparedness is a key component of building self-efficacy and longevity in the PK-12 teaching field (Clark & Newberry, 2019; Darling-Hammond et al., 2002; Ingersol et al., 2012; Ondrasek et al., 2020). This qualitative study examined the preparedness of novice special education teachers to meet the Council for Exceptional Children's Initial Practice-Based Professional Preparation Standards, based on the instruction they received in their preservice teacher preparation programs. Through semi-structured interviews with fifteen novice special educators working in Northeast Ohio, the researcher identified in ten separate themes participants' levels of preparedness to enact the standards. Study participants rated and reported their highest areas of preparedness in research-based instructional strategies, diversity, and knowledge of the effects of disabilities. The lowest areas included behavior and emotional management, collaboration with paraprofessionals and related service providers, and professional responsibilities. In addition, the study described the methods or means by which participants eventually gained knowledge in their most underprepared areas. Mentorship within their individual districts was the primary method of study participants' eventual knowledge attainment. Lastly, the study inquired into most meaningful experiences that novice special education teachers encountered within their preservice programs. The experience overwhelmingly identified was student teaching/field placements. The results of this study imply that improvements are necessary in preservice special education teacher preparation programs to better prepare special educators for the field. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]