This study investigates the learning of a preservice student, Penny, in a field-based, literacy methods course that I taught. At issue was the nature of Penny's situated learning. Using course products, field notes, and interview data, I analyzed Penny's work with a reading group in terms of episodes that she identified as salient in her term-long participation in a classroom. Findings indicated that what counted as Penny's situated learning was how she saw the use of certain literacy practices to be appropriate in the situation of her work, and how she saw her instructional decisions to be a means for achieving her emerging standards for good teaching. It was Penny's capacity to consider use, appropriateness, and purpose in a real-world context that was the strength of her situated learning.
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