This study seeks to understand the perspectives of children who work with teacher candidates in classrooms that partner with clinically based teacher preparation programs. Researchers interviewed 32 third- and fourth-grade students who work with teacher candidates. The study presents the little-heard voices of children, who spend considerable time with teacher candidates during clinical field experiences and whose perspectives contribute meaningfully to what is known about implementation of clinically based teacher preparation. The findings reveal that children perceive that teacher candidates have a positive impact on student learning outcomes and school culture by providing needed emotional and behavior support, contributing to lowered student-teacher ratios, and increasing perceptions of a safe school environment. The findings fill a void in the research literature and inform implementation of effective clinically based teacher preparation programming.