In this semester-long, phenomenological case study the author investigated graduate education majors' development of relational care (i.e., dispositions of concern, sensitivity, attention, and commitment to students and their needs) as they engaged in service-learning tutoring connected to a required writing methods course. The author wanted to discover how working over time with learners from diverse circumstances might impact the education majors' dedication toward their students. The author also hoped to determine how she might better prepare future education majors to consider teacher care and concern as the major cornerstone of culturally responsive teaching and the teaching profession in general. [Originally published in volume 50, number 1.]