Ultimately, the national goals of improving learning outcomes for all students and reducing, if not eliminating, the achievement gap require a teaching corps that brings knowledge and professional competencies to have positive impacts on diverse learners in diverse settings (Gándara & Maxwell-Jolly, 2006). As central actors in schools, teachers have the greatest impact on student achievement (Cochran-Smith & Fries, 2005). Nevertheless, due to varied challenges of preparing high-quality teachers within the context of traditional schools of education, preparation programs have yet to consistently and comprehensively produce teachers who accomplish these outcomes (Ball & Forzani, 2009; Larabee, 2004, 2010). While substantive reform and evidence of improved teacher education emerges (Ball & Forzani, 2009, 2010; Zumwalt & Craig, 2005), systemic change that contributes to better pre-kindergarten-through-twelfth-grade (PK-12) student outcomes remains elusive (Darling-Hammond, 2010). In this article the authors describe how they fundamentally changed their model of teacher preparation to prioritize clinical practice through partnerships with schools and communities and are taking a step in the right direction to improve teaching and learning. In the Teaching, Learning, and Leading with Schools and Communities (TLLSC) program at Loyola University Chicago, they envision teacher education as sharing the same mission and high expectations as those of effective PK-12 professionals at multiple levels of teaching and learning: supporting and sustaining successful students, innovative classrooms, exemplary schools, enriched communities, and global citizenship (Zhao, 2010). To fulfill this mission, in the TLLSC program, teacher preparation faculty collaboratively re-envision teacher education by developing instructional partnerships and grounding programs in urban schools and communities. This enables them to respond to the needs of schools and communities in and around Chicago and to increase the number of skilled educators who are highly committed to and capable of teaching diverse student populations (García, Arias, Harris-Murri, & Serna, 2010).