Abstract: The COVID-19 pandemic brought unique challenges to teacher education, reducing access to traditional clinical experiences for preservice teachers. Unfortunately, teacher education, at large, and science teacher preparation, in particular, had few answers and many questions about how to address this challenge. This case study investigated preservice science teachers’ engagement and performance in Secondary Science Methods to evaluate changes to clinical experience coursework. These changes included a non-traditional science outreach partnership to provide authentic virtual clinical experiences and course modifications to ensure preparation for the experiences. Case study data included instructor course design notes, partnership notes, instructor and mentor observational notes, preservice teacher engagement in course activities, and video recordings of the virtual practicum experience. We used this data to examine the sociological impacts on candidate preparedness and demonstrations of professional teacher identity. Deductive and inductive thematic analysis explored four primary codes (technology, supplies and materials, classroom management, and pedagogy) and 11 secondary codes. We found that the modifications and strategic alignment helped preservice science teachers develop confidence in using technology, explore critical issues of equity and access related to technology and supplies, practice ways to use technology classroom management, and deepen pedagogical development.