The global pandemic of 2020-2021 forced schools and universities to constantly adapt to shifting conditions. Individuals completing their internships between March of 2020 and May of 2021 faced the challenge of making adaptations not only as full-time educators and graduate students, but, in many cases, as parents as well. Gaining meaningful experience during the clinical experience of the internship is challenging under any circumstances, but the pandemic added significant new challenges. This article provides evidence of adaptations made by interns, site mentors, and university faculty that may be helpful in creating innovative clinical experiences in the future. The article summarizes the findings from a panel discussion held at the May, 2021 Arizona Professors of Educational Leadership Conference which was facilitated by the author, as well as from semistructured interviews with stakeholders involved in the internship experience. The article includes a discussion of implications for planning and supervising internships, and offers policy recommendations and suggestions for future research.