An alarming number of people cannot read or are only functionally literate, particularly in Arkansas. Reading is an essential skill for health, well-being, and and economic advancement of individuals and families. Literacy is a lifelong gateway to knowledge, and with knowledge comes power. To increase functional literacy, classroom reading instruction must be improved; therefore, educator preparation programs must be improved. Embedding clinical field experiences into literacy courses to provide quality literacy instruction especially for struggling readers can offer transformative experiences benefiting teacher candidates preparing to become classroom teacher and future school leaders. Five research questions guided this mixed-methods research study framed by balanced literacy, Kolb's experiential learning theory, transformative learning theory, and the Human Development Index. Data were collected in two different settings with each setting divided into two phases. First, quantitative and qualitative data were collected via surveys, digital journals, and focus groups with 37 teacher candidates during the on-campus literacy courses with an embedded clinical field experience (ECFE). Second, approximately eight months later, quantitative and qualitative data were collected via observations and semi-structured interviews in five teacher candidates' literacy classrooms (TCLC). Data analyses indicated the ECFE was effective and the teacher candidates in literacy classrooms demonstrated transfer of learning and promise. The recommendation is the model created from this research study will improve literacy instruction in educator preparation programs; additionally, further research should compare the on-campus, instructor facilitated experience to embedded clinical field experiences conducted within school settings. [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.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]