Research indicates the need for children performing below grade level in reading to receive additional support in summer months. However, little research has been done related to utilizing preservice teachers during those months in the form of a supplemental field experience. Investigating the experiences of undergraduate students majoring in education is critical to understanding the strengths and weaknesses of these summer programs serving as supplemental field experiences. In the present article, I describe experiences of undergraduate students working in a summer literacy program. The present study was conducted using case study. The data sources included reflection journals, researcher journals, and observations. Thematic analysis assisted by Atlas.ti software was used in order to determine important themes. Findings suggest tutors display many positive teaching traits despite experiencing mental health burdens while teaching.