This study explored the experiences of education students taking an introductory Historical Foundations of Education course with an in-field placement component. Research indicates that teacher education programs with experiential learning through in-field placements benefit students in eventual practice in a variety of ways. Despite these indicators, preparation programs vary a great deal in the actual use and timing of in-field placements, with most occurring at the end of teacher training, when students are too far into their intended field of study to change course. This qualitative study considered the experience of six students participating in an in-field placement in their initial education coursework. Their reflections provide insight as to their overall experience, with potential implications for teacher education programs. Based on the findings of the study, recommendations for practice and future research were described, including: early in-field placements, more hands-on and experiential learning, and multiple interventions throughout teacher education to empower student decision making. [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.]