This paper is a report of a design-based research project undertaken to build a blended teacher education program that focuses on cultivating teachers' competencies for personalized and blended learning in K-12 classrooms. Two iterations were designed and examined in total, with 10 teacher educators and two teacher candidate cohorts. Teacher educators collaborated with the project director to design and redesign online courses for two years, and each cohort took online teaching methods courses and trained at personalized learning schools in Texas over the course of a year. Using a mixed-methods design, teacher educators' and teacher candidates' perception data were collected and analyzed to evaluate the program's effectiveness and identify design implications and elements that inform the design and implementation of the program. The reflections and insights gained through this project offer an understanding of how blended teacher preparation can be designed to directly address the needs of K-12 schools for teachers trained in personalized and blended learning.