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It is critical that we provide preservice special educators with quality preservice programs that are inclusive of the knowledge and skill needed for delivering engaging and impactful literacy instruction. Successful teacher education programs not only engage preservice educators in developing their knowledge of practices but provide opportunities to practice and reflect on teaching students with disabilities. Thus, the purpose of this study was to examine if preservice special educators enrolled in literacy course enhanced their knowledge, shifted beliefs, and/or modified practice for working with students with disabilities as they engaged in course activities including participating in an experiential learning component. We conducted a qualitative content analysis of the lesson plans and reflections that students submitted throughout the course. Our findings revealed that the preservice special educators not only increased their instructional knowledge but as they engaged with students with disabilities, they changed their instructional practices and shifted their beliefs about student learning. These findings reaffirmed our continued need to integrate experiential experiences into coursework throughout the special education preservice program to allow preservice teachers to put into practice what they are learning in the courses.