This research report from the Learning Policy Institute (LPI) examines the teacher residency program at the Alder Graduate School of Education (GSE), using it as a case study to explore what makes residencies effective. The report analyzes key components of Alder GSE’s model, including its curriculum, which emphasizes culturally responsive and whole child approaches; its extensive clinical experiences led by mentor teachers and clinical directors; and its strategic recruitment and admissions process designed to diversify the teacher workforce. It also highlights the program’s strong resident support, partnerships with local education agencies, internal organizational structure, and commitment to continuous improvement through data-driven analysis. By identifying the essential elements of Alder GSE’s approach, this report provides valuable insights for leaders seeking to strengthen teacher preparation programs and enhance residency models in their own contexts.