Overwhelmingly, preservice teachers indicate a benefit of having a practicum in their teacher preparation program. Yet, with a shortage of highly effective special education teachers, there is limited research about the effectiveness of practicum experiences on preservice special education teacher's preparation. The purpose of this study was to examine preservice special education teacher's perception of acquiring a practicum experience in their master's program and determine if there was a gain in clinical expertise. Preservice teachers were evaluated using the clinical evaluation continuum (CEC) at the beginning and end of their practicum; reflections were gathered regarding their perception of the added experience. Results show gains in clinical expertise, knowledge, and approval for the practicum. Limitations and implications are discussed.