Purpose: Research in this field is becoming increasingly clear that a teacher residency program (TRP) has a strong potential for developing effective teachers in a teacher preparation context. There are specific features of a TRP that yield results in the development of teachers. However, there are often barriers to full implementation of a TRP that schools and university partnerships must consider and resolve. The purpose of this article is to disseminate the lessons we have learned and processes we have developed in navigating the barriers and complexities of shifting toward a TRP. Design/methodology/approach: The university faculty members with a dual role as Professional Development School (PDS) liaisons examine, reflect on, and present their multiyear process of moving from an undergraduate traditional teacher preparation model to a teacher residency model. Findings: In response to the barriers of funding, defining roles and responsibilities, and changes in leadership, we developed an undergraduate residency blueprint to navigate these challenges productively. One of the goals of this document is to provide clarity for all stakeholders as well as be a transparent solution for leadership transitions. The blueprint serves as a guide for the details of residency program design. Originality/value: In movement toward a TRP, there are often barriers to full implementation that schools and university partnerships must consider and resolve. This article provides a model for partnerships seeking to navigate teacher residency work.