The purpose of this phenomenological qualitative study was to explore how preservice social work and teacher education majors navigate field practicums (e.g., student teaching) as self-identified gay, lesbian, bisexual, or transgender (LGBT) individuals. In-depth interviews with 26 preservice candidates, representative of two public, comprehensive universities with large social work and education colleges ensued. Four themes emerged from the semi-structured participant interviews: (1) a spectrum of outness, (2) heteronormativity of college classroom discourse, (3) lack of intentionality/naivety in field placement assignments, and (4) sexual identity negotiation during field. Questions educators can use to engage students, other faculty, and administrators about the needs and challenges of LGBT students are included in this report as recommendations for practice and future, corroborating research efforts. An appendix of guided questions professional preparation program personnel can use for conversations with LGBT preservice candidates is included.