A well designed mid-level clinical experience makes a difference in the preparation of the pre-service teacher. Pre-service teachers who have a high quality mid-level clinical experience are more prepared for student teaching and ultimately equip for the rigors of the first year of teaching. A 2010 commissioned report outlines ten effective design principles for developing clinical experiences in educator preparation programs. The purpose of this study was to identify currently implemented practices regarding mid-level clinical experiences utilized by EPPs in the Midwestern U.S. The barriers that inhibit execution of effective design principles as well as the innovation solutions EPPs have created in response to barriers. Social Development Theory (SDT) provides a theoretical lens through which the mid-level clinical experience can be considered in this study. Research questions asked how current experiences aligned with effective practice, barriers impeding implementation, and creative solutions EPPs have designed. The study's data indicated clear connections between barriers and solutions. The solutions could avoid and address the barriers EPPs are facing. Data and discussion of findings of this investigation would be useful to EPPs, pre-service teachers, cooperating teachers, and P-12 leaders. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]