Teacher residency models are gaining momentum as powerful models for preparation because preservice teachers spend an entire year in a local classroom while also continuing their learning through required coursework. In its inaugural year of offering a teacher residency program, Texas Christian University modified course structures to allow residents to learn, apply, and reflect on the implementation of the course content into their residency classroom. In this article, the authors explain the modifications to course assignments and how residents applied course content to their residency experiences. Limitations of those applications are also discussed.