Through an innovative field experience, special education teacher candidates were paired with both general and special educators serving as cooperating teachers. Teacher candidates and cooperating teachers concurrently took courses focused on implementing UDL. Candidates and cooperating teachers held weekly team meetings to collaborate on the implementation of UDL to support the learning of all students in the inclusive classroom. This experience included co-taught lesson plans, along with an evaluation of the collaborative meetings and co-taught lessons using the Charlotte Danielson Framework for Teaching adopted by the State of Idaho. A phenomenological methodology, triangulated with self-reporting and document analysis, will be used to investigate the perceptions of special education teacher candidates and their general education and special education cooperating teachers during this inclusive field experience.