Multiple challenges face special education teacher educators in preparing highly skilled teachers for today's schools. One area of particular concern is developing in preservice teachers beliefs, attitudes, and dispositions that will enable them to use critical thinking and decision making in their practice. In this paper, we review issues related to changing the attitudes, beliefs, and dispositions of preservice special educators. In particular, we review practices in teacher education in the area of reflective thinking and teaching, coursework, informal interaction with faculty, and field experiences and supervision. Finally, recommendations for teacher education practice and future research needs are explored.