New teachers have been trained by mentor teachers for hundreds of years. While Kolb's theory of experiential learning (Fry & Kolb, 1979) provides a framework supporting the long-held traditional model of clinical practice, more recent models have emerged including the co-teaching model of clinical practice. In 2010, a report commissioned by The National Council for Accreditation of Teacher Educators (NCATE) called for a new system of teacher preparation based on a strong clinical approach to be implemented nationwide. The state of Texas has been updating rules and regulations for teacher education programs with greater clinical support for a new generation of educators able to meet demands of today's diverse groups of students. The descriptive study presents survey data on current models of clinical practice in 76 undergraduate teacher preparation programs in Texas and historical data collected at one teacher preparation program in Northeast Texas implementing co-teaching as a clinical model of practice. Analysis of open-ended responses by cooperating teachers and graduating students finds four categories of outcomes from co-teaching clinical experiences: "knowledge and skills, growth mindset, professional behavior" and "relationships." [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.]