This research explored the experiences of nine preservice teacher candidates of Spanish in world language teacher education programs at two higher education institutions implementing the Integrated Performance Assessment (IPA) as Student Teachers (ST), as well as perceptions of seven Cooperating Teachers (CTs) and the University Field Supervisor. This qualitative, multiple-case study included data from interviews, focus groups, and classroom observations. Four themes emerged from the data analysis: (a) STs' preparation and CT's familiarity with the IPA; (b) STs' implementation of IPA and CTs' reactions; (c) impact of clinical experience on STs and CTs' pedagogical beliefs; and (d) professional development needs. The article concludes with recommendations for world language teacher certification programs and professional development opportunities for in-service, CTs.