This paper discusses a case study that explored how six preservice teachers perceived their experiences in using an oral and written retelling strategy in teaching reading to students with learning disabilities. A qualitative research design was used in the form of a descriptive case study approach. The 6 subjects were undergraduate female students (ages 21-28), who were completing their student teaching semester in four elementary schools, one middle school, and one senior high school. Five of the subjects were placed in a varying exceptionality setting and one in an inclusion setting. Data included written surveys, weekly audiotaped and transcribed focus group sessions, written samples of retells, analysis of scores, checklists, surveys, and rubrics, as well as observation/debriefing. Findings from the study indicate the six preservice teachers engaged in retelling activities during their student teaching semester, finding it a positive and productive strategy to increase reading skills, writing proficiency, vocabulary experiences, and oral language; encourage risk-taking and positive social interactions; and increase self-esteem. The sharing of student teaching experiences and perceptions in weekly sessions, coupled with an observation and debriefing, also enabled the preservice teachers to experience a positive growth of confidence and competency. (Contains 46 references.) (CR)