Most teacher preparation programs require prospective teachers (PTs) to engage in early field experiences (EFEs) prior to completing required coursework. These EFEs, however, may lack meaningful connections to course content and provide limited opportunities to experience the demands of classroom teaching. In this paper, we share evidence from the implementation of a novel kind of EFE, the "University Teaching Experience" (UTE) model, where secondary mathematics PTs receive mentoring from teacher educators (TEs) as they teach in a undergraduate mathematics course Findings reveal the importance of both guidance from TEs and observations of peer teaching for PTs learning in EFEs. [For complete proceedings, see ED581294.]