Teacher Preparation Programs (TPPs) support the development of a high-quality, effective workforce. Although increasing attention from education researchers has centered on the quality of ECE programming for children, fewer studies have been conducted on TPPs that support the development of the workforce who staff many of these programs. The current paper describes a data collection process focused on classroom-based Fin one TPP and presents examples of descriptive data from practicum students on major constructs related to classroom-based field experiences, including: relationships and fit with mentor teacher; perspectives on how classroom-based field experiences contribute to learning and align with coursework; perceived teaching efficacy; and satisfaction with classroom-based field experiences. These constructs are aligned with competencies from related ECE professional organizations to underscore their relevance to the development of effective, high-quality teachers. The guiding framework; research design and procedures; key findings; and data utilization and implications for classroom-based field experiences within ECE TPPs are presented and discussed. Areas for future research are also highlighted.