It is well documented that parent and family involvement in children's education correlates with success in school. The increasing number of English Language Learners in public schools has created a need for teacher educators to prepare preservice teachers to be able to work with families who have limited English. This study examined the outcomes of one guided experience that preservice teachers had with adults who spoke English as a second language. Qualitative data indicated that this experience increased preservice teachers' confidence when working with parents, broadened their knowledge base about diversity, and expanded their knowledge and understanding of strategies that support communication.