This qualitative research study was on a community project between a Southwestern public Teacher Education program and a local public-school district. The theoretical frame consisted of teacher reflective practices. Participants were 19 preservice teaches in their last semester before student-teaching. Data collection spanned the fall 2019 (13 participants) and spring 2020 (6 participants) semesters. This study sought to answer the following research question: How have field experiences influenced students' perceptions of classroom management the semester before student teaching? Data was analyzed and thematically organized using NVivo qualitative research software.