The purpose of this descriptive qualitative study was to examine case study as a pedagogical tool used to scaffold the conceptualization of developmentally responsive pedagogy for middle level preservice teachers in early field experiences. Child study projects (CSP) completed by middle level preservice candidates were analyzed to determine if they were able to make connections between the theoretical underpinnings of middle level education, early adolescence development, and middle school curricula and how these connections were perceived to support their understanding of developmentally responsive teaching in the middle school. Evidence from the analysis of the CSP suggests candidates understood students' diverse learning styles, personalities, developmental needs, and social and physical needs. They also understood the importance of relationships and appropriate instructional strategies. (Contains 1 note.)