The importance of practical learning environments for developing preservice teachers' (PSTs') dispositions and skills for teaching mathematics is underscored in a growing body of literature. Hence, teacher preparation programs often include methods courses embedded within K-12 schools. Utilized to a lesser extent; however, are campus-based interactions with school-aged children. Through action research, I investigated how such communications embedded within a mathematics methods course influenced PSTs' learning. Findings portray the interactions serving as authentic reference points that helped anchor PSTs' stance for teaching mathematics visually. In addition, PSTs noted an element of connectedness permeating the interactions that supported course learning. I do not imply that campus-based interactions replace school-based ones. Rather, I highlight features for mathematics teacher educators (MTEs) to consider when designing learning experiences both within schools and on campus.