The purpose of this study was to determine the capacity of teacher candidates to facilitate and reflect on classroom discourse in the context of an early field experience. The classroom discourse and reflections of 10 teacher candidates were examined through interviews, audio and video recordings, and written reflections. The findings indicated that teacher candidates employed the most complex discourse and the highest level of reflection when they worked with individual or small groups of students and understood the instructional goals for the lesson. The implications for supporting teacher-candidate learning during early field experiences are discussed. (Contains 3 tables and 1 footnote.)