This phenomenological study examined the lived experience of preservice teachers in relation to a reading clinic experience at one Midwestern University. The intended outcome for completing an assigned practicum in the Reading Center is that preservice teachers grow in their skills and knowledge as reading teachers, particularly in working with children with reading difficulties or reading disabilities.

Three themes emerged in relation to preservice teachers' experiences including (1) knowledge, including subthemes of specific content knowledge (e.g., knowledge of phonology), pedagogical knowledge (lesson planning) and pedagogical content knowledge (understanding of how to teach specific literacy concepts using the most appropriate methods; (2) responsibility, including responsibility for (a real child's academic program and success) and responsibility to (reporting to a supervisor who is constantly evaluating preserivce teachers' performance; and (3) and emotional response/cognitive dissonance, including fear and frustration. Further, this study found two themes— collaboration and responsive teaching—that served as factors that contributed to the experience. Essentially, knowledge, responsibility and cognitive dissonance contribute toward moving preservice teachers along the developmental continuum in an environment characterized by collaboration and responsive teaching.