The purpose of this research is to explore the effectiveness of a training model for early childhood special education pre-service teachers to use embedded teaching. Participants consisted of 17 junior students. After training, the teaching plans designed by preservice teachers showed good quality by the checklist developed by the researcher, and the average score of teacher efficacy was improved. In addition, the degree of improvement in teacher efficacy was positively correlated with their self-rating on the DEC Collaboration and Grow Checklist. Participants gave many positive feedbacks but suggested more practices and demonstrations were needed. Author Citation: Shu hsien Tseng, PhD; Kae Liu, PhD;
