This is a phenomenological study exploring student teachers' perceptions of three-way conferences during student teaching. Two preservice student teachers in the stage of pre-practicum and four in practicum (5 females and 1 male; Caucasians; undergraduates) in an early childhood teacher education program were purposefully selected, interviewed, and observed. They were student teaching in urban and suburban public schools in New England. Other data sources included field notes and program documents. Results indicated that three-way conferences provided opportunities for connection, mediation, navigation, affective support, clarification, reflection, and information sharing for the three parties, and could potentially help enhance the field experience. (Contains 1 footnote.)