Effective school-university partnerships (SUPs) are a key policy focus in initial teacher education (ITE) in Australia and internationally. This article presents an overview of the school-based clinical model employed in one Australian SUP and discusses the role of this model in the learning and preparation of pre-service teachers (PSTs) within it. A pilot study with a mixed-methods approach was conducted to determine the key differences in PSTs' experiences between the campus-based learning approach with traditional practicum placement and the school-based clinic modes of learning. Informed by the qualitative findings of the pilot study, a quantitative survey was then developed to explore PSTs' experiences of the school-based clinic modes of learning. Using the validated survey, a follow-up main study investigated PSTs' experiences through a series of quantitative analyses. PSTs reported that their participation in school-based clinics significantly contributes to their preparation for teaching, including their self-efficacy and classroom readiness, compared to their experience of campus-based learning models with the traditional practicum placement. Given the imperative for ITE to ensure PSTs are provided with high-quality, authentic learning experiences that prepare them for the complexities of the teaching profession, this paper provides one way in which ITE programmes can enhance the learning experiences of their students. As the first of its kind and scale, the SUP and the school-based clinics model within it provide a model that other providers could follow to further enhance their own students' learning and preparation for the profession.
