Mediated Field Experiences (MFEs) provide teacher candidates (TCs) structured opportunities to unpack and enact core teaching practices, gain mathematics content and pedagogical knowledge, and reflect critically on mathematics teaching and learning. In this paper we present findings from a multi-institutional descriptive pilot study that investigates the impact of MFEs on TC learning. TCs reported that they (1) deepened their understanding of the targeted core teaching practice(s), (2) developed a vision of ambitious mathematics teaching, (3) recognized the importance of cultivating a positive classroom learning community, and (4) increased their confidence when teaching after their completion of a one-term course implementing MFEs. [For the complete proceedings, see ED630060.]