Recent trends in teacher preparation have been toward a clinical model that provides teacher candidates with more authentic classroom experiences that are connected with methods courses. One type of clinical model that is on the rise is known as a professional development school (PDS). PDS structures are formal arrangements between P-12 schools and colleges of teacher preparation designed to provide reciprocal benefits. In many instances, P-12 schools will use the resources from the PDS arrangement to provide additional support needed to assess and instruct their students. This case study looks at one such structure in which PDS teacher candidates provide reading intervention to K-3 struggling readers. The study analyzes pre and post reading assessment data and mentor teacher interviews in order to determine the value of such arrangements. Two years of academic data on first, second, and third graders that participated in the teacher candidate-led intervention was considered. Seven mentor teachers (K-3) participated in focused designed interviews about the teacher candidate-led intervention. While the assessment data did show academic gains in terms of literacy skills, the mentor teacher interviews revealed even more benefits of such an arrangement. Interviews transcripts revealed seven major themes that emerged: differentiation, program logistics, collaboration, influence on K-3 students, influence on teacher candidates, influence on mentor teachers, and background knowledge. Overall, the mentor teachers commented that the collaboration and reflective practice made both teacher candidates and mentor teachers better educators. They stated that the intervention allowed for greater differentiation that provided more individualized instruction to all of the students in their classes. The consistency of the program and the knowledge of the teacher candidates also contributed to the success. Many of the aspects of the teacher candidate-led intervention were possible due to the PDS structure. This study provides connections to the essential elements of PDS work. Administrators and school leaders who are considering options for providing additional intervention or fill voids in instruction may look to this study to determine if such a structure may work in their setting. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]