Although English language learners (ELLs) are one of the fastest growing groups of students in the United States, many teacher preparation programs have yet to require preservice teachers (PSTs) to receive training in effective practices for teaching ELLs. We examined a four-week field experience pairing an elementary PST with an ELL. We examined the strategies PSTs used to support ELLs as they implemented cognitively demanding mathematics tasks. Through interviews, observations, and written reflections, we found that the PSTs tried to support students, with varying degrees of success, by allowing for multiple modes of communication, including visual supports, pressing for explaining, and checking for understanding. Implications for teacher preparation are discussed. [For the complete proceedings, see ED583989.]