Researchers, using qualitative methodology, investigated whether an extended model for organizing fieldwork could potentially elevate the skills, knowledge, and dispositions of Elementary (prek-6) teacher candidates in this study. Questionnaires, focus group interviews, and observations from the pre-service and veteran teachers provided data on the perceived benefits and drawbacks of remaining with the same teacher. Results indicate that the importance of relationships, time in the field with the same teacher and classroom, and high quality modeling from the veteran teachers are essential for a successful field experience. The findings of this study offer insights into the field experience and student teaching components of teacher education: illuminating the role of extended time in fostering relationships and providing more teaching opportunities for teacher candidates.