Field-based experiences are one of the essential parts of teacher preparation programs. These practices provide an authentic learning environment for teacher candidates to improve their teaching skills in their teaching areas. In order to develop effective teacher education programs, it is crucial to analyze the structure and characteristics of these programs and to understand how clinical experiences integrated into the curriculum. The purpose of this research was (1) to examine how field experiences are in science teacher preparation programs configured by northeast Georgia's universities, (2) to evaluate science teacher preparation programs by comparing with recommendations set off national standards and the literature in teacher education.