This study was organized to examine the impact of a field experience for elementary preservice teachers working with young children enrolled in a summer academy focusing on early mathematics. The academy was designed to provide engaging learning experiences to support the development of early number concepts for pre-K students from an elementary school with low socioeconomic populations. Using a qualitative case study, the researchers examined the experiences of the preservice teachers through pre- and post-focus groups, daily and weekly reflections, and a follow-up interview. (author abstract)