This exploratory study examined a field-based project in which preservice teacher candidates and faculty collaborated to implement a problem-centered, technology integrated curriculum for a multiage (4th, 5th, and 6th grade) intersession at Timber Lane Elementary School. Content included detective skills such as fingerprinting and handwriting analysis, advertisements, and literature-based mystery stories. Educational goals focused on developing problem-solving skills, literacy abilities, and working as a community. Activities included solving mysteries, analyzing clues, writing mystery stories, creating advertisements, and investigating crimes. Tools used throughout the two-week curriculum included paper and pencil assignments, word processors, video, simulations, books, print graphic programs, computer-based interactive fiction, and databases. Preservice candidates' reflections on their experience were compared with reflections of candidates who completed a less structured field experience regarding what they learned about themselves, teaching, young learners and the learning/thinking process, and technology in educational settings. The reflections of those who participated in the technology-integrated project suggest that their experiences in actively using technology as a part of the teaching/learning process assisted them in developing an image of how technology can be used and provided them with a vision of how their coursework (theory) can translate to the design of learning opportunities (practice). (AEF)