In this study, we examined dynamics of pedagogical involvement of 39 preservice teachers (PST) as they tutored students at a charter school serving lower income, diverse students. We qualitatively analyzed PSTs' initial predictions, refections following each tutoring session, our observations of college students' lessons, and final anonymous feedback to investigate PST growth in developing culturally relevant pedagogy. PSTs made progress in adjusting lessons to incorporate tutees' experiences and interests and recognized the importance of establishing positive relationships. The teachers attributed much of the third-graders' progress on standardized tests to this one-on-one work with college students. We included suggestions for improving the methodology. This study has implications for field experiences in teacher education, teaching diverse students, and school/university collaborations. (Contains 1 figure.)