In this reflective piece, we discuss changes made to the practicum at the Middlebury Institute of International Studies at Monterey (MIIS), a professional graduate school that offers MA degrees in TESOL and TFL. We begin by providing a historical perspective of the practicum as it has evolved in relation to other exit mechanisms. Then, we provide a rationale for moving toward a Dual Capstone Model, in which the former practicum was elevated to capstone status. Finally, we reflect upon the new Practicum Capstone in relation to ongoing issues of washback, rubrics, and feedback, providing our particular disciplinary perspectives on these aspects. Throughout the piece, we highlight how teacher identity can be fostered through a balanced approach to both structure and agency. This discussion of practicum- and program-level changes highlights the importance of responsiveness to evolving student needs through thoughtful deliberation about curricular changes over time.