The article discusses the Integrated Bachelor's/Master's (IB/M) Teacher Preparation, a five-year teacher preparation program that integrates coursework, school-based clinic experiences, and university and K-12 faculty in the preparation of pre-service teachers. A major component of the IB/M program is the relationship with selected public school districts known as Professional Development Centers (PDCs). Throughout the program, learning experiences are structured into 3 main components: (1) core courses; (2) clinical experiences; and (3) seminars. While the IB/M program has been recognized nationally as a model teacher preparation program, it continues to face challenges, as many schools of education do. These challenges include (1) responding to the state's call to certify more teachers in critical shortage areas while upholding the high standards of the IB/M program; (2) sustaining the university-school partnerships which are critical to the program's success; (3) collaborating with Arts and Sciences faculty; and (4) developing a more comprehensive and cohesive assessment system to measure student progress and inform programmatic changes.