In this study, we sought to determine preservice teachers' perceptions about participating in an experiential learning literacy program. A total of 86 preservice teachers participated in two hours of training and then tutored elementary students for a total of eight hours. The preservice teachers engaged in 10 hours of experiential learning through a community-based reading tutoring program. Following their experiences, the preservice teachers completed a survey and answered three open-ended questions that solicited their views about their training and tutoring. Overall, the preservice teachers perceived the experience to be positive to their literacy knowledge and skill development.