The authors examine the influence of a course focused on literacy and data in a field-based teacher preparation program on teacher candidate preparedness to teach literacy. This course is taken by Birth to grade 12 candidates during their third year in the program and places them in local schools eight hours per week for twelve weeks. Our findings suggest: a) candidates obtained a deep understanding of the multifaceted nature of literacy instruction; b) candidates displayed the ability to authentically differentiate literacy instruction to meet student needs; c) candidates felt confident making "in the moment" decisions to improve literacy instruction; and d) candidates developed confidence as a literacy teacher. In our discussion, we consider these findings in relation to being immersed in high-quality field experiences with strong faculty support and collaboration with a range of stakeholders, and how these factors may have contributed to some of the professional knowledge development in the candidates.