Out of every three students enrolled in either elementary or secondary school in the United States, one is of a racial or ethnic minority, whereas about 87% of the teachers are White and female (Cross, 2003; Griner & Stewart, 2013; Sleeter, 2001; Villegas & Lucas, 2002). The rate of increase in minority K-12 students, who are often also living in poverty, is projected to increase to 41% by the year 2020 (National Center for Education Statistics, 2007). This cultural divide, reflecting disparity between an overwhelmingly homogeneous teaching force and an increasingly diverse student population (Gallego, 2001; Grant & Secada, 1990; Griner & Stewart, 2013), can lead to devastating learning experiences for the students (Anton, 1999; Cho & Reich, 2008; Griner & Stewart, 2013). The study in this article expands on previous published studies of cultural competency in field experiences of teacher education coursework. It explores prospective teachers' fortuitous learning through our teacher education program's cross-cultural community-based tutoring program. While the tutoring experience does not directly teach the prospective teachers about cultural competency, prospective teachers have the opportunity to interact cross-culturally with children and families and reflect upon those experiences. The study explores how experience and reflection combined impact prospective teachers' development toward cultural competency.