The present study was undertaken to find ways to help bilingual preservice teachers become more aware of diversity and more questioning of methods for literacy development in order to address issues of critical literacy. Twenty-five bilingual preservice teachers, enrolled in a Spanish Reading Methods at the university tutored 25 kindergarten bilingual students for 20 sessions for 12-weeks. The research sought to find: a) how did tutoring influence preservice teachers' perceptions of literacy development in Spanish, b) how did the use of poems, rhymes, and repetitive-pattern books affect their perceptions of literacy development, and c) whether tutoring and the use of genuine language activities promoted questioning as to whether phonics is the most effective way of literacy development in Spanish. Qualitative methodology of data collection and data analysis were followed. In-class written reflections were collected at the beginning, at mid point and at the end of the course. The researcher classified categories of themes from the reflections into those that were similar and those that were unique. The results indicated that 7 (28%) out of 25 preservice teachers would incorporate these activities in their future instruction, 8 (32%) would continue to use phonics, and 10 (40%) would not commit one way or another. The researcher concluded that the tutoring, instructional activities, and discussions brought about perception change only for a minor number of Teacher Candidates. Recommendations for the future include: incorporating additional research articles to supplement the textbook readings and allocating more time to examining the need for differentiated instruction.