Teacher Residencies have been highly touted as the next generation in teacher preparation, because they are applied programs that are predicated on strong partnerships and in-the-field mentoring. However, very little is known about this model as a whole. The goal of the current study is to report on the scope of teacher residencies, and compare data collected to both the federal definition and to standards identified in the professional literature. An Internet search uncovered the existence of 37 programs in 15 states and the District of Columbia. Data gleaned from publicly-available materials was triangulated with results from a telephone check. Findings indicated that although most residencies met the federal definition, post-residency induction and linking course- and fieldwork may be an area of concern in some programs. Programs varied in structure and supports offered. Implications include the need for a standardized definition and terminology, more research on the connection between course- and fieldwork, and more publicly available information and data.