Teacher education necessitates rich, generative experiences for up-and-coming teachers in working classrooms. Written by two English Education faculty members, this article discusses efforts to revise the clinical, field-based components of their courses so to more commonly yield such experiences. Specifically, they aimed to infuse fieldwork with more rigor and build better coordination between the work of the university students, herein referred to as teacher candidates, and the needs of collaborating classroom teachers. To this end, they took two key steps. First, they designed service-learning assignments that ask candidates to contribute in secondary classrooms in needed and specific ways. Second, they fostered more informed relationships with the collaborating teachers working with the teacher candidates. In the narrative below, they review these steps, primarily by analyzing documents used when communicating with the teacher candidates and the cooperating teachers. Ultimately they investigate the genesis of their initiative to improve their clinical program, the planning strategies used, and accounts of how the work has unfolded. The authors share an analysis of how the clinical aspects of their courses have evolved with two purposes in mind. First, they hope to foster transparency among teacher educators about how change occurs in teacher education programs. They make themselves vulnerable by talking about the weaknesses in their previous pedagogy and how they were revised because they hold the belief that such vulnerability is educative. Second, in reviewing the most up-to-date version of their teaching, they present what they have experienced as a generative clinical model in teacher education. It illustrates the commitment to ensuring growth and support for teacher candidates and practicing teachers. In developing their clinical model, the authors hoped to address some larger, contextual dilemmas impacting classroom teachers and teacher candidates.