This paper reports on research on the Master of Teaching degree introduced at the University of Melbourne in 2008. Central to the philosophy of the programme is the understanding that teaching is a clinical profession and teachers must be expert in gathering evidence and using sound clinical judgement to create appropriate learning strategies. The underpinning principle is that universities and schools must work in close partnership to model this in pre-service teacher education. Teacher Candidates attend university for three days per week and spend the remaining two days of each week in a partnership school, pre-school or child-care centre as well as block rounds of up to four weeks in each semester. During this time a unique relationship among members of faculty and school staff is enacted. The university funds one staff member (a Teaching Fellow) to work with a dedicated university-based Clinical Specialist, Master of Teaching Candidates, and Mentor Teachers. This seeks to assist Teacher Candidates to develop skills of clinical judgement, using this to plan, implement, reflect, modify and continue to respond to the needs of learners and posits that teachers using a specific form of evidence-based, diagnostic, interventionist teaching have a positive effect on student learning outcomes.