The purpose of this action research study was to expand preservice teacher perspectives on the possibilities of schooling through engagement with nontraditional and progressive learning environments. Nine preservice teachers were given the opportunity to experience schools on the learning edge and develop perspectives on what is possible in schooling. Knowledge generated was expected to inform preservice teachers on how schools could serve all student populations within nontraditional learning environments. Study participants and data collected in Cycle 1 consisted of interviewing administrators and alumni students whose focus areas were teaching and learning environments, fieldwork placements and overall experiences in the teacher preparation programs. Action steps including the data collection from school visitations, participant interviews, professional development, and surveys were designed, implemented, and analyzed in Cycle 2. Findings included preservice teachers' expanding their perspectives to what is possible in schooling, student participants learning from professional development and opportunities to visit nontraditional, progressive learning environments. Implications for the organization included establishing partnerships with nontraditional, progressive schools, providing preservice teachers opportunities for school visits, providing a safe place for preservice teachers to share experiences and reflections and structuring opportunities to educate colleagues, administrators, and faculty on the importance of experiences in teaching and learning. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]