This study investigates early field experiences (EFEs), a structure that scaffolds preservice teacher (PST) development by placing them in authentic school contexts to observe, reflect, and teach prior to clinical teaching. We use data from one of the largest preparation programs in Texas to systematically examine whether there is variation in EFEs and whether those placements are related PST outcomes. Results indicate meaningful variation in EFEs as measured by opportunities to teach and observational ratings from field supervisors. However, we found no evidence that variation in EFEs was consequential for PST outcomes such as observational ratings during clinical teaching and whether the PST became employed as a full-time teacher. Findings highlight much needed quantitative research about EFEs and present implications for teacher education to create more guided opportunities throughout program structure.