In 2001, National Louis University and the Academy for Urban School Leadership partnered to create the country's first Urban Teacher Residency (UTR) program. Ten years later, with the assistance of Teacher Quality Partnership funding, the program quadrupled in size. As the UTR expanded, an increasing theory-practice gap became apparent, reflecting a perennial problem in teacher education (Darling-Hammond, 2006; Zeichner, 2010). A leadership team was formed to address the growing gap and several smaller scale interventions were implemented to no real avail. Subsequently, grant funding was allocated toward two interventions designed to increase university faculty engagement in schools. This paper describes and analyzes those interventions: 1) faculty liaisons as an alternative to traditional supervision, and 2) faculty research residencies to situate university faculty in high need schools for the dual purpose of engaged research and curricular revision. Questions pertaining to post-grant sustainability are also raised.