Faced with declining interest in becoming a teacher, increasing competition from cheaper and faster alternative licensure programs, and growing criticism that teacher training is too theoretical, university-based teacher training programs must evolve to remain viable. Following receipt of a grant to inform and guide its curriculum reform, the Department of Middle, Secondary, and K-12 Education, in the Cato College of Education, has redesigned its graduate initial licensure programs to make them more convenient, cost-effective, and time-sensitive, while improving quality by becoming more practice-based, and attentive to high-leverage (focus) practices and opportunities for candidate rehearsal and coaching. Scheduled to be launched in summer (2019), the Department seeks to investigate the impact of this program re-design. Using a mixed methodology, the research team plans to use interview data, scores from an externally-scored performance-based assessment (edTPA), the Classroom Assessment Scoring System (CLASS), and enrollment numbers to investigate the impact of this re-design on teacher candidate preparation, performance, and enrollment. The project has the potential to a) enhance teacher candidate preparation, b) improve test scores and graduation rates, c) increase program enrollment, and d) guide and inform the re-design of other initial licensure programs in the Department and across the Cato College of Education.