The Covid-19 pandemic has influenced all levels of education, including higher education. School closures have impacted teacher credentialing course work, research projects, assessments, and student teaching placements. The challenges currently facing teacher candidates necessitate a review of how we support their needs for connection, support, and relevant course content as they advance to becoming credentialed teachers. To meet these needs, I suggest building on existing practices to complete capstone research projects in distance learning contexts, developing unstructured social spaces through social media platforms, and inviting teacher candidates to co-curate course content.