This article explores the experiences of seven elementary teacher candidates and their participation in varied field experiences during the last year of their teacher preparation program in response to the question: In what ways does a one-on-one tutoring practicum with an English Learner (EL) and a semester-long student teaching experience in a linguistically diverse classroom impact the dispositions of elementary teacher candidates and their efforts to support ELs in the mainstream classroom? As is characteristic of an interpretivist approach to a collective case study inquiry, data sources included three semi-structured interviews, a tutoring portfolio, several classroom observations, and various artifacts from the student teaching experience. The study confirmed the significant value of field experiences for teacher candidates, particularly as they were given opportunity to develop meaningful relationships with the EL students, practice planning and implementing effective learning experiences, and gain increased confidence in their ability to support ELs in their learning through critical reflection, feedback, and modeling. The study revealed the benefit of cross-cultural learning and second language proficiency for enhancing the dispositions of teacher candidates in preparation for working with ELs.