Preservice teachers participate in a variety of field experiences before student teaching. Tutoring field experiences offer a framework for preservice teachers to focus on teaching and assessing literacy skills needed to be an effective reading teacher. A small-scale research study focused on gathering qualitative data as preservice teachers tutored struggling second-grade readers. Observations of preservice teachers' learning environment, reflections following tutoring lessons and pre and post-concept maps offer data on preservice teachers' pedagogical content knowledge, skills, and dispositions. Conclusions about the critical role of field experiences, specifically tutoring, is an effective method for improving preservice teachers' preparedness to teach.