This phenomenological study explored the research question: In what ways do cooperating teachers perceive that their preservice teachers impact student learning? The preservice teachers' ability to impact student learning was rooted in Shulman's pedagogical content knowledge framework and was defined as the ways in which preservice teachers use their pedagogical content knowledge to help students learn, understand, and improve. In depth interviews with eight K-12 cooperating teachers were conducted, and five major themes emerged when determining how preservice teachers impact student learning: creating relationships with students; providing feedback to students; being able to engage students; having good classroom management; and having a passion for teaching.