Researchers argue that teachers' beliefs are the final barrier that prevents technology integration. To affect change in teacher candidates' beliefs of technology integration, we created a pedagogical laboratory as well as a field experience program that operates within the pedagogical laboratory. This article presents a qualitative study of teacher candidates' field experience in the pedagogical laboratory. It describes the challenges teacher candidates have encountered, the impact of the experience on their learning and beliefs, the support and resources needed by the candidates, as well as the factors that might have contributed to differing experiences and perceptions in the pedagogical laboratory. Findings from this study may inform the design of similar field experience programs. (Contains 1 figure.)