This study investigated the impact on Hispanic pre-service teachers' self-efficacy toward parental involvement as a result of having been engaged in a unique form of professional development (PD) that merged authentic field experiences with direct interactions with parents of ELs. Thirty (n=30) pre-service bilingual generalists were engaged in this unique form of PD for one semester. The study also investigated how pre-service teachers' dispositions about parental involvement changed as a result of the PD. Pre-service teachers improved their self-efficacy in four areas: Family Life and Instruction, Communication and Collaboration with Parents; Engaging Parents in the Classroom and Strategies of Teaching Involving Parents. The follow-up qualitative inquiry identified how participants' knowledge blind spots were covered by participating in this type of PD.