The national call to "turn [teacher education] upside down" (National Council for Accreditation of Teacher Education, Report of the Blue Ribbon Panel on Clinical Preparation and Partnerships for Improved Student Learning [NCATE], 2010, p. ii) and states' subsequent commitments to pilot recommendations necessitates study of successful clinical teacher preparation partnerships (CTPP). The purpose of this study was to discover what is/was required to advance and sustain one successful urban southern California CTPP. A qualitative case study was applied, and semi-structured interviews were conducted with nine school-university CTPP developers and sustainers. Two interview protocols, unique to the role of the interviewee, were developed utilizing Bolman and Deal's (2003) Four Frames: a) structural, b) human resources, c) political, and d) symbolic. Pertinent to each frame, interviewees were asked to address a) strategies or protocols, b) approaches for managing and supporting these strategies and challenges encountered, and c) recommendations for others embarking on a CTPP. A qualitative software program was utilized to code interview transcripts. Field notes from interviews/CTPP site visits and artifacts, including CTPP promotional materials, published CTPP studies, written student teacher testimonials, and photographs of relevant CTPP documentation were collected and underwent aggregate case study analysis. Four themes emerged from the findings a) collaboration, b) belief, c) autonomy, and d) relationships. Results included Symbolic-Purposeful partnerships prioritizing urban children seemed to provide an ideal canvas for advancing and sustaining CTPP; Structural-Professional autonomy seemed necessary to navigate institutional bureaucracy and organically develop CTPP's infrastructure; Political-The prime mover's unyielding belief and placid persistence to create a successful Pilot CTPP seemed to spur a critical mass of player buy-in. Recruitment efforts seemed most successful when delivered by CTPP student teachers; and Human Resource-A university presence and tenacious attention to the multiple inter-institutional and intra-university relationships seemed key to sustaining the partnership. A people-focused field supervisor, paired student teachers and large cohorts in centralized school sites, appeared to optimally support relationships. Collaboration was suggested in all four vantage points as key to sustaining and advancing the CTPP. While there is currently no blueprint for clinical teacher preparation partnerships, this case study can provide an advisory template for scale-up efforts to transform teacher education programs in California and on a national scale. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]