There are international calls for teacher preparation programs to increase the quantity and quality of field experiences. The belief is that spending additional time in the field being mentored by inservice teachers will develop high-quality preservice teachers. However, the figured worlds of teacher education and the knowledge base of inservice teachers are largely left unexamined. This study took place within an urban Professional Development School and used critical discourse analysis to examine the "language-in-use" between one inservice teacher and one preservice teacher as they engaged in the planning of a literacy lesson. The authors identified the figured worlds of teacher, literacy teaching and learning, and mentoring, as interpreted from this discourse event. Findings include figured worlds of (1) teacher as the giver and withholder of knowledge; (2) literacy teaching and learning that appears inauthentic, contrived, and teacher centered; and (3) an understanding of mentoring as inservice teacher as giver of knowledge and preservice teacher as receiver. Implications for teacher education and teacher educators are discussed.