In this study we used an online survey to investigate how undergraduates’ practice-based experiences, both educational and work-related, influence their knowledge about young children’s development and aspects of their infant/toddler (I/T) caregiving skills over the course of an academic term (e.g., semester). At the beginning of the term, we found that both formal and informal work experience supported undergraduates’ (N = 1302) knowledge of I/T development, and that prior practicum coursework was significantly associated with both knowledge of I/T development and caregiving skills, as assessed by responses to caregiving vignettes. At the end of the term, predictors of change in undergraduates’ (N = 952) skills for working with young children were enrollment in a second or later practicum course and formal work experience. In contrast, informal work experience was associated with change in knowledge of I/T development. Implications for I/T teacher preparation within higher education are discussed. (author abstract)