In its recent white paper, "A Pivot Toward Clinical Practice," the American Association for Colleges of Teacher Education (AACTE) echoed the call heralded almost a decade ago by the National Council for Accreditation of Teacher Education's (NCATE) Blue Ribbon Report that highlighted the need for the development of authentic settings in which teacher candidates can learn the skills they need. These organizations' calls for more comprehensive efforts to conduct teacher education set in clinical settings were the inspiration for the research project described in this article. One teacher preparation professor at a small private midwestern university embedded an emergent literacy course into multiple school community settings over the course of one semester. Teacher candidates enrolled in the course participated in traditional classroom activities as well as contextualized learning experiences within school and community settings. The goal was to examine the perceptions of study participants regarding depth of learning and the value of the overall experience. Study participants reported high levels of satisfaction with the course and its meaningful contributions to learning.