In a multicultural country such as Australia the university populations reflect the national trend towards multiculturalism. Therefore it is imperative for university programs to provide learning experiences that equally enhance the learning of all students in their programs. Students bring to a university their own cultural backgrounds that include cultural understandings of education that can impact upon their learning experiences in their chosen university programs. In a teacher preparation program that includes practicum components, cultural understandings of education extend to include expectations of education at a school level that can differ greatly from the faced reality. Further complicating the issue of the practicum is the interpretation of the relationship between the supervising teacher and the preservice teacher. Cultural understandings brought to that relationship, which can be likened to a workplace situation, may also differ resulting in misunderstandings of expectations. Therefore the School of Education at one university in Queensland has initiated and implemented a support group that is specifically designed to assist those students who are from a non-English speaking background (NESB) and are preparing for their future roles as teachers. The aim of this support group is to provide a safe and supportive environment in which the NESB students can develop a clearer understanding of schooling in Queensland and be better prepared for their practicum placements in Queensland schools. In the safe environment that has been developed, the NESB students participate in role plays, voice projection activities, and the development of teaching and interpersonal strategies. The strategies practised are those that have been shown by previous cohorts to assist in bridging gaps between school students and the preservice teachers and between the preservice teachers and their supervising teachers. In a safe learning environment the NESB students in the teacher preparation program are provided with an opportunity to develop confidence in asking for help, confidence in their own interpersonal abilities and confidence in effectively participating in the practicum. The cohesion and sense of belonging developed amongst the students has provided a basis for their sense of freedom in the sharing of their fears, concerns and experiences. One of the major outcomes of the support group has been the development, each year, of a community of practice consisting of group members. Through this community of practice, the students work together on problem solving and provide advice and assistance to each other throughout the teacher preparation program and indeed, to subsequent support group members. Working collaboratively with peers in this supportive environment has helped develop the confidence to engage collaboratively with school based staff in improving teaching and learning experiences while on practicum. This paper discusses the ways in which this support group has enhanced the learning experiences of the NESB students in the program and uses feedback from members of the group to demonstrate the benefits of such a support group.