As the intersection between theory and practice, clinical experiences are the shared home through which school and university constituents examine effective pedagogies. Prior to the COVID-19 pandemic, our teacher preparation programs had built meaningful, face-to-face, partnership-based clinical experiences. The abrupt shift to virtual instruction necessitated alternative clinical approaches. Collaboration with school-based teacher educators and engagement in design-based research ultimately led us to apply the framework of Technological Pedagogical Content Knowledge (TPACK) to identify five modifications to these clinical structures. Looking to the future, we detail four principles for reimagining clinical experiences in a changed world.