Pre-service candidates' perceptions of how to teach were challenged after going through the process of Classroom Rounds, the process that was used in this study. Classroom Rounds consisted of a pre-conference meeting with an inservice teacher, followed by a classroom observation of that teacher, and finally a discussion focusing on proven evidence-based practices. The pre-service candidates had the opportunity to share their observational data and beliefs about teaching with that experienced classroom teacher, and then they learned the practical context of research-based pedagogical practices in a classroom setting. Rounds, in combination with clinical experience, extended the pre-service candidates' awareness of research-based practices, conveyed the importance of these practices, and showed specific techniques for implementing these practices in their classrooms. The positive impact these observed practices had on the pre-service candidates' classroom procedures were later revealed in surveys that they completed after their student teaching.