Framed by occupational socialization theory (Lawson, 1986), the purpose of this research was to examine perspectives of one university faculty member, eleven pre-service teachers and two cooperating teachers while enacting two clinically rich methods courses in a physical education teacher education program. We analyzed the data (researcher notes, researcher journal entries, interviews, reflection assignments, and course evaluations) using inductive analysis and constant comparison. Each group of stakeholders reported benefits of the experience, and provided valuable insights for enhancing clinically rich practice. Pre-service teachers reported enjoying the more realistic experiences of the courses as well as enhanced confidence for teaching. Cooperating teachers appreciated staying in touch with best practices in the field, as well as the additional responsibility of preparing the next generation of teachers. The findings of this study suggest the value of a practice-to-theory approach, and created a professional learning opportunity for all stakeholders.