When preservice teacher programs are failing to adequately prepare collegiate students towards becoming thriving teachers, what can be done? After many complaints were voiced from my student body, a survey was constructed, which revealed student satisfaction levels were lowest in the following areas: 1) The variety of opportunities to teach exceptional learners, 2) Opportunities to establish rapport with students, and 3) Opportunities to teach one-on-one or small group. As a result, field experiences were redesigned to specifically address these curricular breakdowns by pairing preservice educators with cancer patients to provide meaningful tutoring experiences that would be mutually beneficial to both populations in need. The pilot program had several positive effects on the educational growth and abilities of both the preservice teachers and chronically ill patients. Not only was the program enjoyable by its participants, but it allowed the collegiate students to identify strengths and weaknesses of the child, develop/execute a remediation plan, and interact with a student for a considerable length of time. Tutoring these children/adolescents with cancer fostered a desire to support these individuals with their education and beyond, which could not have been possible without experiencing how one can teach outside the confines of a school. (Contains 2 figures.)