Using research-based practices a principal preparation program located in Texas restructured its practicum activities. Funded by a research grant, sponsored by Academic Partnerships, three coherently sequenced field activities, were developed and mandated as part of the practicum. These activities were performed by principal preparation candidates on school campuses and archived using video recordings. The video recordings were asynchronously observed and evaluated by certified university field supervisors. Upon completion of the evaluation, individual feedback, coaching statements, and goals were shared with each candidate in a one-to-one synchronous conference led by field supervisors. Researchers analyzed data to identify qualitative themes concerning the impact of the coherently sequenced activities. Data from the principal candidates and field supervisors were analyzed. (In memoriam, the authors recognize the contributions of Donna Azodi in this research effort.)