Clinical practice has long been an integral component of teacher education. In the past two decades, however, the call has intensified for more purposeful, inclusive, integrated, and reflective clinical experiences for teacher candidates learning how to teach and, more broadly, what it means to be a teacher. This article aims to offer a conceptual understanding of clinical practice, the challenges to its viability, and recommendations for its future in teacher-education programs. The authors lay out defining characteristics of clinical practice; describe structural features that provide for extended time in the field, meaningful dialogue between stakeholders in clinical settings, and alignment between university coursework and field-based experiences; and cite the benefits of teacher candidates learning to teach in clinically rich settings. The authors also identify significant threats to establishing and maintaining a clinically based model of teacher education--specifically, the perception that theory and practice exist in distinct and disparate spaces in teacher preparation, the complex nature of school-university partnerships, and an entrenched neoliberal reform perspective. The essay concludes with recommendations for the sustainability of clinically rich teacher education, including the articulation of clinical-practice components and structures; a comprehensive research agenda derived from diverse purposes, methods, frameworks, and perspectives; inclusive and boundary-spanning collaborations between and among P-12 and university partners; and patience to work through the inevitable deliberations, challenges, and complexities of implementing and maintaining an effective clinical-practice model.