ABSTRACT Field experience is considered one of the most important and powerful components of teacher education programs. The current study examined the development of the professional identity of pre-service special education teachers during their practical field experience period. The study focused on their relationships with their cooperating teachers and the type of training program (teacher training college [TTC] versus university) using a mixed-methods approach. Eighty-four participants took part in the quantitative design and nineteen participants took part in the qualitative design. Questionnaires and reflective diaries were used to examine changes experienced by participants during one academic year. TTC students reported higher levels than university students in relation to two factors of professional identity: self-efficacy and confidence in professional choice. Students’ relationships with their cooperating teacher were positive and improved over time among both study groups. Implications for research and practice are discussed.