This study investigated whether stimulated recall could facilitate the transfer of expertise through the provision of models of expert special educators in real-world context to student teachers. Participants were 19 special education teachers with at least 5 years of experience who were recognized as superior special education teachers by their supervisors. Data, which included interviews, videotaping, and observations, were collected by five different researchers. After each observation and videotaping a stimulated recall procedure took place with the teacher to obtain reflections about the classroom interactions or consultations. Field notes and transcripts added to knowledge about the content and nature of instructional thinking by these expert special education teachers. In the second phase of the project 33 preservice special education teachers participated. Fourteen of these students received supplemental training developed from the first phase of the study, and the other 19 served as a control group. Stimulated recall was also used with the experimental and control groups after they had spent 2 months at their student teaching placements. Findings show that it was possible to design contextually rich cases of effective special educators and to use these in instruction for preservice teachers. Both expert teachers and preservice teachers became comfortable with the stimulated recall technique. The technique is easily implemented and requires a minimum of supervision on the part of the teacher educator while producing a maximum opportunity for reflective thought. (Contains 23 references.) (SLD)