本研究旨在探討實習學生對案例教學法在特殊教育教學實習課程之態度與內涵，共有15位大三師資生參與，主要使用兩種研究工具進行資料蒐集，包括「實習案例記錄表」與「案例評量與回饋表」問卷，分析方法為百分比與平均數，並輔以質性分析。結果顯示，一、態度：在認同度方面，大多數實習學生認同案例教學法適用於實習課程，並能達成促進學習的效果，但在偏好度方面，大多數實習同學偏向撰寫實習日（週）誌的作業方式，勝過案例教學的作業方式，主要原因是撰寫案例的負擔較重；二、內涵：實習學生對於案例教學法在班級經營與教學的影響持肯定態度。

This study is aimed to explore the attitude and implication for casebased instruction on practicum course of special education in teacher education program. There were 15 students participating in this study. Two kinds of instruments were used to collect data mainly i.e. the practicum case-based instruction list and the questionnaire of case-based instruction and feedback. The data were analyzed by percentage and Means mainly and supplemented with qualitative analysis. Results indicated that: 1. the attitude: Most students agreed that the case-based instruction could improve learning and it fit the course of practicum of special education. But they preferred writing practicum diary to writing case studies because of the loading homework. 2. the implications: The positive attitude were found in class management and teaching when using case-based instruction on the course of practicum of special education.