This quantitative study examined the effectiveness of pairing preservice teachers with young readers during a 9-week reading methods course to participate together in reading-related activities and partner journaling. It was hypothesized that these preservice partnerships would strengthen preservice teacher perceptions about their ability to perform reading instructional tasks. Findings revealed that these one-on-one partnerships did not result in statistically significant higher scores on a self-perception scale when compared with scores of preservice teachers who did not engage in these partnering experiences. Suggestions are made to assist preservice teachers make stronger connections between hands-on, authentic experiences and their ability to perform tasks required of reading teachers.