Tutoring is not a new idea nor a new practice in the world of teacher education. However, our understanding of how to better use tutoring as a vehicle for applying authentic knowledge and pedagogy is expanding rapidly. The purpose of this article is twofold. First, it provides an overview and rationale of a tutoring-field experience in which we engage our students. Second, it shares the various dilemmas and successes that our college students experience as they engage in this tutoring experience. (Contains 16 references.) (Author/SAH)