Previous research has suggested that culturally relevant teaching is central to teaching African American students. This study explores relationship building and use of students' funds of knowledge during a field placements practicum as tools to help predominantly White, preservice teachers achieve intended outcomes of culturally relevant teaching (Ladson-Billings, 1995). Twenty-five junior preservice teachers (PSTs) were observed in an after school program practicum where they worked with Black elementary students. Analysis of surveys, field observations, and PSTs' reflection logs revealed disconnections between the program goals and PSTs perceived goals for the practicum. Differences in goal perceptions shaped the relationship building between PSTs and their students. Although funds of knowledge activities assisted with some instructional choices, implementation of this activity remained superficial.