In 1988, the Institute of Medicine (IOM) recommended that schools of public health in the United States improve student training for practice-based work through collaborations with local public health practitioners (IOM, Committee for the Study of the Future of Public Health, & Division of Health Care Services, 1988). Ensuring that Master of Public Health (MPH) courses have students work on real-world problems is even more essential now (Hilliard & Boulton, 2012), with the move to competency-based education (Association of Schools and Programs of Public Health, 2013; Council on Education for Public Health, 2011) and incoming students who are younger and have less professional experience (Kennedy & Baker, 2005). One approach to ensuring student competency achievement through practical application is practicebased teaching (PBT), which is fundamental to nursing and medical education (Koh, 2002; Wass, 2011) but less often used in public health education (Hartwig, Pham, & Anderson, 2004). PBT is best accomplished through formal relationships between schools and public health agencies, as schools alone cannot fully simulate realworld experience in class (Frenk et al., 2010). PBT can be resource-and time-intensive for faculty and others, but its potential for training a highly prepared workforce makes it a worthwhile investment.