Field experience is done to provide an opportunity to preservice teachers to develop pedagogic, professional competencies, personality, and social holistically through classroom learning and interactions outside the classroom. The purpose of this study is to describe what preservice teachers observe and what their perspective process they get during an early field experience. The subjects were sixteen preservice mathematics teachers who do field experience in separate schools and data collected by questionnaire, reflection and interview. Questionnaire data analyze with quantitative method using dependent t-test to compare their perspective before and after early field experience. Data from reflection and interview analyze with descriptive qualitative method. The results that there is difference of perspective before and after field experience. Through observation and learning class and school environment makes perspective preservice teachers' growth in their readiness be a teacher, design curriculum, teaching strategies, self-confidence. [For the full proceedings, see ED654100.]