Preparing agricultural education teachers to effectively serve students with special needs remains a persistent challenge in teacher preparation. Although inclusive education is commonly addressed in coursework, preservice teachers often report limited confidence and preparedness to translate theory into practice—particularly in hands-on, safety-sensitive agricultural learning environments. Traditional early field experiences frequently emphasize observation rather than intentional instructional engagement, leaving candidates underprepared for inclusive teaching responsibilities. The LifeLink/GEARS Teaching Lab was developed as an embedded, semester-long field experience designed to build preservice agricultural education teachers’ capacity to serve students with special needs through a structured, relationship-centered school–university partnership. Implemented within a secondary agricultural education methods course, the experience engages candidates in a phased teaching laboratory that integrates instructional design, collaboration, authentic teaching, and reflection. Across the semester, candidates participate in guided orientation sessions with school partners, relationship-building experiences with LifeLink/GEARS participants, and targeted instructional planning informed by Individualized Education Programs (IEPs). A dedicated collaborative session pairs agricultural education student teachers with special education student teachers, allowing candidates to leverage complementary expertise in lesson design. Instructional materials are vetted with school partners prior to implementation, after which each candidate facilitates a 45-minute instructional session with a small group of LifeLink/GEARS participants in a university-based learning environment. Post-instruction, candidates engage in structured debriefs and reflective activities focused on inclusive teaching practices. Instructor observations and candidate reflections suggest that participation in the LifeLink/GEARS Teaching Lab increases candidates’ confidence, reduces apprehension related to inclusive instruction, and strengthens their ability to design instruction responsive to individual learner needs. This practice-based model demonstrates how intentionally scaffolded, partnership-driven field experiences can move preservice teachers beyond observation toward meaningful instructional engagement. The LifeLink/GEARS Teaching Lab offers a low-cost, scalable approach that can be adapted across agricultural education and related disciplines seeking to strengthen inclusive teaching preparation.