Most pupils with special learning needs will spend a significant proportion of their time in school in general education settings. Yet, a cursory examination of the teacher preparation literature suggests that many preservice general educators are ill-prepared to meet this enormous instructional challenge. Here, we briefly describe the efforts of one regional state college to restructure its program to better prepare general education teachers to serve diverse learning groups. We begin by describing the Reflective and Responsive Educator (RARE) program, a newly restructured, 4-year field-based program for future early childhood, elementary, and secondary education teachers. We then describe in more detail one particular facet of the RARE model, the Pair Tutoring Program, an early field-based experience that accompanies a required introductory course, and provide initial outcome data to support its efficacy and social acceptability. Finally, we address issues related to the potential replicability and sustainability of the model and speculate on future programmatic directions in the preparation of preservice general education teachers.
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