Preparing for high-stakes licensure exams can be daunting for teacher candidates and particularly intimidating for aspiring teachers who speak English as a second language, those with exceptionalities, and members of historically marginalized communities (Petchauer, 2015; Nettles et al., 2011; Tyler, 2011). University-based teacher educators are well positioned to support teacher candidate populations enrolled in or seeking to enroll in teacher education programs. This study explored preservice teachers' experiences engaging in study groups within a supportive learning community. The study groups were facilitated by university-based teacher educators leveraging socio-cognitive strategies to help preservice teachers navigate a high-stake licensure exam. The findings show students who engaged in these study group sessions reported higher affect levels, found the study group structure relevant, and articulated specific strategies for navigating the test in the future.