This qualitative research, completed through the implementation of a case study, was conducted to explore the benefits of children's literature core-curriculum alignment with preservice teacher practicum experience. The significance of the study was based on four foundation issues: personal reading attitude, addressing the value of using children's literature appropriately in the classroom, the value of children's literature core-curriculum alignment with practicum experience, and the importance of personal professional reflection. In the United States of America, two western university children's literature classes were selected, one having a classroom theory-methods experience correlated with a four-week practicum experience and the other having only classroom theory-methods exposure. The materials and instruments used for this exploration included an initial and exit questionnaire, participant observation, and review and analysis of a final reflective essay. This data was gathered and analyzed during a 14-week semester period using content analysis obtained from constant comparison experiences. Initial analysis was supported through the use of Weft QDA software, a tool to assist narrative text analysis. Final analysis was made by the researcher with deliberate consideration of the designed strategy. The data collected and analyzed supported the benefit of children's literature core-curriculum alignment with practicum experience. Noteworthy results indicated that those who participated in the practicum experience had a greater understanding and commitment to use children's literature in their future classrooms. Their reflections presented an authentic experience and through their application they could see what actually worked. Whereas, the participants who did not have the opportunity to apply their learning responded in general terms, acknowledging the potential value of the notes they had taken. The data supported research presented in this study which shows the value of core-alignment with practicum experiences, and it provided specific validation for combing children's literature within the literacy cohort experience of preservice teachers. Future recommendations include education department discussion groups where the benefits of complementary core-alignment are introduced with specific introduction to children's literature inclusion. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]