Concerns about the lack of connection between university-based teacher education courses and clinical experiences have long been shared. Practice-based teacher education has been offered as one way to connect these two aspects of teacher education closer together. However, descriptions about how to implement practice-based teacher education in ways that support student learning in clinical experiences is lacking. In response to this area of need, this article describe show two mathematics teacher educators implemented practice-based teacher education in their mathematics methods courses. One course took place in a university setting with a clinical component while the other took place during a mediated field experience, in which the course and clinical practice experiences took place in an elementary school. Implications and considerations for future school-university partner work are shared.