Field experiences during teacher preparation are fundamental to helping teacher candidates understand their future roles and responsibilities and can effectively prepare them to meet diverse student needs across a variety of contexts. This multiple case study examined the perspectives of three special education dual certification teacher candidates, their cooperating teachers, and university supervisors to understand how having multiple placements (i.e., special and general education) influences their teacher identity development. Findings revealed teacher candidates negotiated their dual student-teacher identity through their interactions with people within and across physical and social spaces. Having field experiences across the disciplines also allowed teacher candidates to compare the identities and roles of special and general educators to conceptualize their identities as future dually certified teachers. Through this comparison, the teacher candidates realized that dually certified teachers (a) have a bigger "toolbox," (b) are advocates of inclusive education, and (c) are collaborators. The ideas supported teacher candidates in developing their teacher identities and defining their future career aspirations as dually certified teachers. [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.]