Teacher candidates benefit from dynamic clinical practices embedded in teacher preparation programs. In this article, we discuss Clinical Urban Plunge (CUP), a clinically-based approach to integrating social justice and equity education in our Middle Level Teaching and Learning Program at Northern Illinois University. More specifically, we explain how our school-university commitment to the preparation of teacher candidates led to the development of CUP, a unique immersion model, observing and participating in various educational and community experiences, including home school visits in the school-university partnership district. We discuss key components of CUP, and share outcomes of this partnership approach.