This research report from Brown University's Annenberg Institute responds to growing national interest in teacher residencies as a strategy for recruiting, preparing, and retaining teachers for under-resourced schools amid persistent post-pandemic teacher turnover and new-teacher attrition. Drawing on program and participant survey data from 39 programs in the National Center for Teacher Residencies network, the authors identify three distinct program types: locally funded low tuition, multi-funded multifaceted, and federally funded post-residency support. Qualitative analysis also identified four structures valued by residents, graduates, mentors, and principals: extended clinical experience, localized individual support, programmatic training, and practical professional knowledge. For teacher and leader preparation faculty, the findings offer insights into the program structures and supports that participants across roles value most. The report may be particularly useful for programs considering how clinical experiences, mentorship, and coursework can work in concert to support candidates throughout preparation. It also provides a framework for examining existing residency models and identifying areas for program development.