Using the Professional Development School (PDS) model of teacher preparation, a Midwestern university created the potential for teacher candidates to become immersed into the environment of an elementary school. The question this study explored was, "Does increased immersion at a PDS site impact preparation of teacher candidates?" Themes emerged which suggested that time on site and relationships at the school impacted teacher candidates as they learned to teach. Theory formation was supported by qualitative data collection methods including observations and interviews with teacher candidates in the PDS program and artifacts including correspondences and field experience logs. (Contains 1 table.)