In this article we employ Sizers' (1999) school- and classroom-based lenses for observation and apply them to the events and interactions that teacher education students see during school-based field experiences. Our data include online reflections and discussions among 33 students enrolled in a teacher education program at a large, public university. Our findings show that participants engaged in a complex series of framing(s) and reframing(s) to make sense of their experience. Further, we show how computer-mediated communication tools can promote framing and reflection among preservice teachers and enhance the face-to-face instruction university teacher educators provide. (Contains 2 tables and 2 figures.)