This study identified the literacy strategies and activities teacher candidates used during clinically rich field experiences based on their elementary-aged students' needs. The teacher candidates' weekly teaching logs were analyzed, and four categories of literacy strategies and activities emerged, including comprehension, word study, writing, and fluency. The most frequent category was comprehension, which included activating and building background knowledge, monitoring comprehension, and engaging in think-alouds. The second category, word study, aimed to enhance students' spelling, decoding, and vocabulary skills by analyzing word parts and meanings, building words, and sorting words. Additionally, the teacher candidates used writing activities that encouraged students to generate ideas (e.g., brainstorming details, engaging in the writing process, providing students with choice), and they used fluency strategies, such as repeated readings, Reader's Theater, and modeling fluent and disfluent reading. Although this study highlighted evidence-based literacy strategies and activities used by teacher candidates based on their students' needs, it also provides insight into the next steps teacher educators may consider when designing coursework. Specifically, given the ongoing effects of the COVID-19 pandemic on student literacy achievement, it is critical to include more work on explicit phonemic awareness and phonics instructional strategies.