Abstract
This case study explored the challenges graduate entry preservice teachers (PSTs) face during their practicums in the learning disabilities (LDs) field and their strategies to manage and learn from these challenges. The study investigated perceptions of 10 PSTs in a teaching practicum for the master's program on educating students with LDs at a Saudi university. The derived themes from individual semistructured interviews and weekly reports revealed three challenges related to expectations, evaluations, and the timing and duration of the practicum. The participants faced these issues by reflecting on their practices and communicating their ideas. Recommendations are provided based on the results.
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