This article describes a structure to help preservice teachers get invaluable field experience by aligning theory with practice supported by the integration of elementary school children into their university mathematics methodology course. This course structure allowed preservice teachers to learn about teaching mathematics in a nonthreatening environment without the formal observations and evaluations common in student teaching situations. It also allowed teachers to view lessons and to teach using appropriate framework to produce optimum problem-based learning. In addition, teachers experienced the proper use of manipulatives and discovered how manipulatives support student learning. (Contains 1 figure.)