Across all certification areas, teacher education is being challenged to better integrate clinical experiences with coursework. This article describes the process of curriculum mapping and its impact on the organization of clinical experiences in a master's TESOL program over a 1-year redesign process. Although curriculum mapping has been employed in higher education, this has not yet been extended as a means to integrate clinical or field experiences in teacher education. Document analysis shows how curriculum mapping provided a structure for faculty to engage in developing well-defined, developmental clinical activities as well as a means to foster greater coherence both horizontally and vertically in the TESOL curriculum. An additional affordance of the curriculum mapping process was the collaboration that occurred between TESOL full time faculty and part time clinical supervisors, as well as between TESOL and other teacher education program areas. (Contains 4 tables.)