The practicum experiences in which educational leadership students participate serve as critical bridges between the classroom work and the field. One regional university restructured the experience to include 15 hours of fieldwork embedded in each course leading up to an 85-hour field-based capstone course. The intent was three-fold: (1) to provide immediate field-based practice related to the learning objectives of each course; (2) to extend the time available to build a relationship with the campus mentor; and (3) to lay a foundation for success in the capstone experience. This study examined the perspectives of students who had recently completed the embedded practicum sequence, reviews their perceptions, and offers suggestions for program improvement.