This article presents views of course-embedded fieldwork as a structure to facilitate connections between research and practice for teacher candidates in a graduate literacy program. Four major categories emerged from the group interview with the graduate students. Teacher candidates related that course-embedded fieldwork was valuable because it allowed them to apply research to practice, approach learning as an active endeavor, have the opportunity to learn from peers by seeing them at work, and have the opportunity to plan together. The data were collected in an emergent literacy class, but the implications for scaffolding teachers and collegial relationships range across the educational landscape.