This study seeks to understand how clinical practice perpetuates inequities in initial teacher education programs and to identify opportunity gaps within clinical practice. Nine clinical faculty created concept maps as a reflective activity to name the opportunity gaps they see in their clinical practice context. Authors engaged in a thematic analysis of eight participants' concept maps, revealing systemic inequities in access, outcomes, and opportunities within clinical practice. Notably, there was a focus on the experiences of teacher candidates, school-based teacher educators, and university-based teacher educators, with less explicit attention paid to those in clinical practice from marginalized and minoritized groups. Opportunity gaps were identified in the distribution of funding and resources for clinical practice; the (lack of) shared values and vision for collaboration and professional learning between institutions and school districts, and societal and systemic perspectives on clinical practice. The study's findings underscore the importance of addressing these disparities to enhance the effectiveness of initial teacher preparation and to ensure equitable experiences for all clinical practice partners. This study contributes to the literature on educational equity and highlights the need for systemic changes within teacher education programs to address opportunity gaps in clinical practice.