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The purpose of this study is to examine the scope and sequence of clinical experiences in educator-preparation programs in New Hampshire within the context of a conceptual framework for clinical practice and partnership. A statewide survey was conducted to examine existing clinical practices and to improve understanding of the nature and strength of partnerships between educator preparation programs (EPPs) and P-12 schools. Participants included EPP faculty from eight institutions of higher education (IHE). Results from this study indicate that EPPs are shifting from a placement approach for clinical experiences to a partnership approach. We also identify the scope and sequence of clinical experiences within EPPs and offer initial insights into the current state of EPP and P-12 school partnerships including strengths, challenges, and opportunities.