In response to calls to resituate teacher preparation in clinical settings, teacher educators are increasingly repositioning their work in PK-12 contexts. In this article, we describe our efforts to connect theory and practice through site-based course instruction and explore how such experiences informed teacher candidates' perceptions of their professional development. Using self-determination theory as an analysis framework, we share teacher candidates' perspectives on site-based course instruction, via the lenses of the key elements of this framework: autonomy, competence, belonging, and structure. Data analyses suggest teacher candidates identified both positive and negative aspects of site-based course instruction. Implications for teacher educators engaged in site-based course instruction include considerations of motivational constructs, as well as attention to planning, timing, and structure of the experience. Findings also indicate a need for a broader conversation among all stakeholders regarding the evolving nature of the work of teacher educators.