This paper examines the effectiveness of "Bridging"--a performance-based assessment and curriculum development tool for teachers of young children--in shaping preservice teachers' learning and teaching experiences. The experiences are examined for evidence of whether the use of "Bridging" during the student teaching period 1) facilitates student teacher acquisition of new knowledge about individual children as diverse learners, 2) helps student teachers gain a deeper understanding of content knowledge in a range of subject areas, and 3) strengthens their ability to use assessment results to inform curriculum planning and teaching. A 5-year implementation study indicates positive results with regard to all three questions. The discussion focuses on components and processes of Bridging that are key to student teacher development. These include constructing learning profiles for individual children, recognizing children's zones of proximal development in different curricular areas, using assessment to inform curriculum and instruction, and working on these goals in a community of learners. (Contains 2 tables, 4 figures and 3 footnotes.)