This paper reports on the “clinical” model of practice adopted by the University of Georgia (UGA). In 2009, with the opening of the first Professional Development School (PDS) in Athens, Georgia, UGA has forged a partnership with Clarke County Schools to build a Professional Development School District. Five PDS schools have now opened with plans to open at least two more. The centerpiece of this is the placement of “Professors-in Residence” at each of the PDS Schools. These are full-time university professors who spend 50% of their time at the school site, teaching courses, supervising teacher candidates, and working with school leaders on professional development. UGA has funded three research projects based on this focusing on (i) parents and families of children attending PDS schools; (ii) teacher’s conceptions of their work in PDS schools; (iii) the persistent challenges and opportunities that arise when universities partner with local schools. The district partnership also recently received a ‘Race to the Top’ Innovation grant to develop a teacher residency program for UGA students to work with experienced teachers in math and science. This paper outlines these initiatives and reports on the research conducted about their effects on teachers, students, and the wider community.