This study was designed to examine telecommunications among preservice teachers during an early field experience. The purpose of this study was to determine if field experience students could provide one another with support, guidance, and "how to" relative to teaching their lessons, and to gain the students' perspective on the use of electronic communication in the field experience process. Subjects were 23 physical education majors who were enrolled in a secondary teaching methods course. Data sources for this study were email teaching questions, responding to peers' questions, weekly journals, surveys, email logs, and group interviews. Upon completion of the study these preservice teachers were able to reflect upon their teaching, post a question to peers, respond to peers' questions, and interpret the pedagogical feedback they received. As a result of peer feedback subjects were able to make changes to their upcoming teaching plans. They also experienced a significant increase in their perceived self-efficacy toward using email. Subjects were also able to identify multiple benefits and insights concerning their teaching and the use of email upon completion of this study