Although a broad body of research exists on field experiences in teacher education, one specific area of inquiry lacking substantial current research is that of technology-focused early field experiences, or field experiences that occur prior to student teaching and more formal clinical experiences. To address this gap, I conducted this investigation to better understand how preservice teachers' participation in a technology-focused early field experience called Tech Club influenced their perceptions of teaching and learning. At the conclusion of the early field experience, preservice teachers completed a pilot survey that addressed how their perceptions of teaching and learning changed as a result of their participation in the Tech Club. Findings highlight the importance of early field experiences and establish a rationale for providing preservice teachers early opportunities to practice with technology in authentic contexts.