Although the importance of field experience is supported and attended to by teacher education programs across the United States, there have been numerous national reports and research findings stressing the need for major improvements in the preparation of teachers with an emphasis on more authentic experiences. Quality field experiences have the potential to advance multiple benefits for participants, and context presents an aspect that may significantly influence the quality of a field experience. Recognition of the importance of field experience in the development of preservice teachers alongside an acknowledgment of the many factors that influence field experiences led to the formulation of this study; discerning the potential influence of contextual variances within two distinct field experiences on preservice teachers' perspectives and beliefs toward mathematics teaching and on their development as mathematics educators. Findings of this qualitative study suggest that contextual variances in field-based experiences influence the development of preservice teachers' understanding and application of mathematics pedagogy.