Windows into Teaching and Learning (WiTL), developed to provide relevant and meaningful technology-mediated clinical experiences in an online social studies methods course, engaged participants in purposefully designed synchronous and asynchronous field experiences to address a lack of summer clinical teaching opportunities. Following a discussion of the challenges of providing clinical experiences, the authors describe the outcomes of a study involving remote partnerships in learning between candidates enrolled in a distance education social studies methods course and mentor teachers employed in middle and secondary schools. Findings illustrated that WiTL exceeded expectations by opening unanticipated opportunities into the profession of teaching, both for candidates and teacher mentors who participated in the study. Participants provided rich descriptions of these experiences, as well as the potential within WiTL, as it progressed beyond being a substitute to a means of transforming observations in both distance education and teacher preparation programs in a traditional university setting.