Today's teacher candidates frequently exhibit confusion and express discouragement while navigating the expectations of their educational journeys and career goals. Characteristically, many candidates tend to be first-generation college students limited in universal knowledge, global travels, diverse experiences, and multiple perspectives. Contemporary candidates continue to live at or near home, work full- or part-time, and intend to seek teaching positions in their local communities. Overall, they appear restricted in individual ingenuity and academic acumen contributing to personal, professional, and pedagogical competence and confidence. Thus, faculty specializing in middle and secondary education customized a College of Education student support system to assist their candidates. This article describes the department services, candidate interactions, faculty growth, and program benefits through narrative enquiry addressing thematic, structural, dialogic, and visual aspects of their student support services and educator accountability.