Scholars and teacher educators continue to research ways to effectively promote culturally responsive practices (Gay, 2010; Lucas & Villegas, 2013; Villegas & Lucas, 2007) and culturally sustaining pedagogies (Paris & Alim, 2017) with pre- and in-service teachers. Daniel (2016) postulates that teacher preparation programs need to strive to guide teacher candidates to enact culturally responsive practices across their coursework and field-based experiences. We complemented Daniel's (2016) research by implementing self-reflection practices as graduate students learned about and strived to implement culturally responsive and sustaining strategies with their tutees. The purpose of our study was to investigate how tutoring students in a community-based field placement and reflecting on these experiences affected graduate students' understandings about culturally and linguistically responsive teaching practices. Key themes emerged pertaining to asset-based perspectives, relationship building, and equity, reflecting key concepts from both culturally responsive practices and culturally sustaining pedagogies.