Teacher education faculty developed an innovative immersion-based professional development initiative termed High Impact Immersion Experience (H.I.I.E.) to address the problem of novice preservice teachers' lack of experience working in high-poverty schools with significant cultural diversity. A qualitative action research approach was designed to explore perceptions of the preservice teachers related to H.I.I.E. Immersing novice preservice teachers in high-needs elementary classrooms early in their education programs was hypothesized to provide academically challenging learning opportunities and build strong professional relationships in schools. Aligned with the High Impact Educational Practices described by George Kuhn (2008), faculty developed an early immersion experience for a cohort of 20 novice preservice teachers; 19 participated in the study. The preservice teachers were placed in 5 local elementary schools for 5 full consecutive weeks and were mentored by cooperating teachers, university faculty, and other school personnel. Findings suggested that immersion offers preservice teachers an opportunity to be involved in a broad range of activities in the classroom; have a variety of interactions with school staff, build deeper relationships; and develop metacognitive skills that lead to personal transformation and prepare them to work in high-needs schools. Implications of this study indicate that successful immersion experiences, such as H.I.I.E., should be an integral part of preparing teachers.