Early career special educators must be engaged in conversations with developers of preservice teacher preparation programs to co-construct initial teacher education programs which meet their needs. The process of listening to the teachers themselves could serve to ensure that teachers are an explicit element of program design. This article describes a research project which explores early career special educators' views of the quality of their teacher preparation program. Six themes from focus group data were identified and rank ordered. Examples are provided to illustrate the ways in which one institute of higher education is using the information to renew elements of their program. Results are informing the preservice teaching and learning opportunities. (Contains 2 tables.)