In this article we describe a graduate program for practicing teachers at the University of Florida. Offered in a blended format (mostly online but supported by a local faculty member), the program embeds graduate work within school reform efforts in hard to staff schools in partner school districts up to 350 miles away from campus in order to directly address the needs of practicing teachers in their own contexts. The article describes the program, critical design considerations for clinical partnerships at a distance, and presents the results of three completed studies and a description of one ongoing study of program impact.