Policy documents have consistent recommendations regarding the clinical preparation of elementary teacher candidates and programs; however, the extent to which those policies are enacted in South Carolina is relatively unclear. Therefore, the purpose of this working paper is to explore the enactment of promising clinical practices for elementary teacher preparation across the state. Using an interview protocol established from policy recommendations, data were collected from 12 of the 28 Institutes of Higher Education (IHEs) with elementary teacher preparation programs. Findings revealed many of the IHEs are engaged in practices consistent with guiding documents, although there is room for growth across all. A series of implications and recommendations for various stakeholders is presented.