This study addressed the challenge of connecting elementary teacher candidates' course work and fieldwork in order to foster a cohesive experience in learning to teach mathematics. In this study, a Mediated Field Experience was designed for five elementary teacher candidates in their internship setting. The study utilized qualitative methods to explore the teacher candidates' perceptions of the Mediated Field Experience model, as well as how they engaged in the Mediated Field Experience to make sense of principles and practices for teaching elementary mathematics. Findings indicate that the Mediated Field Experience was a unique and influential learning opportunity for the teacher candidates, who valued the cohesive and collaborative structure. Through the Mediated Field Experience, the teacher candidates were able to make connections to their math methods coursework from a previous semester, observe and reflect on specific Mathematics Teaching Practices (National Council of Teachers of Mathematics, 2014), attend to students' thinking, deliberate problems of practice, and envision their own future mathematics teaching practice. This study offers the field insight into how Mediated Field Experiences can be used in novel settings, as well as how teacher educators can strengthen teacher candidates' learning through cohesive, collaborative fieldwork structures. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]