This qualitative study takes place at a regional public university and partner public K-12 school district in the Southwestern United States. The study asked the research question: How have field experiences, in senior block courses, influenced/shaped students' perceptions in the semester before student teaching? Reflective data was collected from preservice teachers participating in a field course the semester prior to student teaching. This research is significant to understanding how to prepare preservice teachers. The findings indicate that field experience is valuable to preservice teacher development, particularly surrounding fostering equitable classrooms.