Miami University's (Ohio) two-course educational psychology sequence for prospective teachers has been redesigned to incorporate early field experiences. Concerns about the congruence of field tasks with course content, as well as about limiting situational constraints, were addressed by a committee on teacher preparation. Currently, each semester course in educational psychology requires six visits into field classrooms for the purpose of unobtrusive observation only, with no interaction between observer and pupils and teachers. A variety of assignments, relating directly to lecture content of the course, ask students to observe such phenomena as the school environment, the classroom environment, a person in the school, or a passive object in the school. In this document, which details the advent and development of the educational psychology field experiences, examples of the field experiences and activities are described, concerning: (1) perception; (2) operant conditioning; (3) training observation; (4) classroom observation and expectation; (5) observing behavioral learning principles; (6) coding classroom communication patterns; (7) classroom patterns and teacher behavior; (8) objectives and teacher questions; and (9) transfer of learning and problem solving. (JD)