Chicago Public Schools (CPS) is in the midst of a teacher shortage crisis. At the same time, the district is looking for ways to increase the racial and linguistic diversity of the educator workforce. A new bilingual teacher residency program is attempting to help close these gaps and ease current shortages by recruiting from within and tapping paraeducators who show promise and interest in becoming licensed teachers. This paper explores how CPS designed and implemented the program in partnership with National Louis University and the National Center for Teacher Residencies.