This study investigated student teachers' perspectives on their experiences regarding the relevance and effectiveness of Vygotsky’s Theory in Early Childhood Education. The researcher examines whether or not training in a high quality grow professionally in learning through Early childhood education (ECE) theory to classroom practice. Sixteen student -teachers were placed in ECE classrooms. A 10-item survey was used as pre-test and post-test. The results show that the student teaching experience provided at the ECE lab school was highly effective in helping student teachers achieve experience with NAEYC standards and yielded positive outcomes for the student teachers. An aspect that requires more attention is the student teachers’ need for more feedback from classroom teachers to enhance their preparation for teaching. (author abstract)