This qualitative study explored preservice teachers' (PSTs) understanding and application of student engagement strategies for learners with disabilities within urban education settings. Six PSTs from an Urban Education department participated in a questionnaire and open-ended interviews after observing mentor teachers in early childhood through 6th-grade bilingual/ESL classrooms. The study was driven by PSTs' initial lack of clarity regarding classroom dynamics and student engagement nuances, contrasting with mentor teachers' real-world challenges. Research questions focused on:
(1) PSTs' perceptions of student engagement among learners with disabilities,
(2) the varying responsibilities and adaptations required for diverse disabilities, and
(3) the effectiveness of observed engagement strategies, including differentiation and classroom management.

Results highlight that PSTs' perceptions shifted from an inexperienced view of teaching as "fun activities" to a deeper understanding of the complexities of special populations. Participants gained practical experience creating specialized strategies for diverse disabilities, acknowledging that responsibilities varied significantly based on the child's needs (e.g., Down syndrome, ADHD). They noted the importance of flexible, real-time problem-solving and adjusting approaches beyond a one-size-fits-all method. Observed engagement techniques emphasized teacher adaptability, personalized interactions, and patience. The study also revealed that success for students with disabilities was viewed holistically, encompassing emotional responses and feelings of accomplishment, not just performance. Critically, PSTs developed a deeper understanding of the need for trust-building and learned to continuously monitor and adjust engagement strategies based on individual student responses.

Future implications suggest that integrating such fieldwork and direct observation with targeted instruction (like Danielson's framework) can foster personal growth, innovative problem-solving, and a more nuanced understanding of student engagement among preservice teachers. This approach encourages a flexible and responsive mindset, ultimately preparing them to effectively navigate the complex realities of urban classrooms and cater to the diverse needs of learners with disabilities.

Keywords: Preservice teachers, student engagement, special education, urban education, action research.