Middle school teachers teach energetic, curious adolescents rigorous content at a time in their lives when many changes are occurring. Those entering the teaching profession as middle school teachers must be prepared for this unique environment. This study examines 16 pre-service middle school teachers' developments as they participate in a yearlong internship. Qualitative and quantitative data was collected and the study was guided by the principals of situated learning theory. Data revealed the development of cultural responsive dispositions, increased self-efficacy in classroom management, and perceptions of better preparedness for their own classroom. Based on the results on the study, we recommend increased preparation programs transition to a yearlong internship model for field experiences.