The shortage of qualified special educators within the workforce historically has been limited since the need arose over 50 years ago. Adding additional factors such as an increase in the population being identified with a disability as well as fewer individuals pursuing a degree within special education, has significantly increased the shortage and need within schools today. To complicate matters further, the special education shortage is also impacted by the number of special educators leaving the field; specifically, within the first five to ten years of beginning their careers. Gersten et al. (2001) points out that the job design for special educators is complex and often educators are underprepared for the work demands they encounter. This study focuses on the teacher preparation program design with a specific lens on opportunities within the student teaching experience for identity development. Using qualitative methods and measures, this study looks to see if increasing the exposure to different special education environments and teaching strategies (life skills, behavior, learning support, etc.) increases the impact of teacher candidate's identity development in the inductive years. [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.]