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Preservice teachers often have low post-school expectations for students with intellectual and developmental disabilities (IDD), although the stated goal of special education is to increase those very outcomes. However, setting high expectations and learning the accompanying soft skills is a complex skill set to include in special education teacher training. This qualitative study (n = 7) uses the consensual qualitative research-modified method to analyze preservice teachers' shifts in perception of students with IDD following a service-based, extended field experience with college students with IDD who attend a university's inclusive postsecondary education [IPSE] program. The service-learning experience included both planned and unplanned activities that were also a part of the curriculum for students enrolled in the IPSE program. Researchers identified six primary domains: (1) content knowledge, (2) getting to know students, (3) helping students, (4) preservice teachers needing support, (5) social and emotional connections, and (6) misconceptions. The resulting core ideas suggest that special education teacher training with extended service learning may help candidates to see the whole person with IDD and that instruction for teacher development can be enriched through applied learning opportunities. Conclusions position subsequent inquiry to explore service-learning outcomes and preservice teacher soft skill development.