This manuscript explores how one teacher educator worked to facilitate preservice teachers' (PSTs) learning across field- and university-based settings. Using socio-cultural learning theory as a lens, the analysis draws on case study data gathered for two PSTs from the same teacher education program (TEP), who experienced proximal, but considerably different student teaching placements in urban schools. Findings articulate the teacher educator's repertoire of moves as she worked to mediate PSTs' development as equity-minded, reflective practitioners. By examining the learner-centered and contextually sensitive aspects of teacher educator mediation, this manuscript challenges notions of "best practices" in teacher education and adds nuance to discussions about "rich" clinical experiences.