Among its key findings in its review of initial teacher education (ITE) programs in Australia, the Teacher Education Ministerial Advisory Group (TEMAG) reported that the national standards are weakly applied, there is a need to lift public confidence in ITE, there was evidence of poor practice in a number of programs, there was insufficient integration of teacher education providers with schools and systems, and an inadequate application of the professional standards. The authors suggest that the design and implementation of effective Internships can address these concerns and lift public confidence in teacher graduates. Following a review of relevant literature on ITE Internships in Australia, and an outline of the methodological approach, a case study of The Griffith Education Internship model is presented. This includes a summary of the historical development and key features of The Griffith Education Internship to illustrate the process of co-design through University-school partnerships to then co-construct quality graduate primary school teachers. Insights into the effectiveness of that Internship model are described to inform further innovation and practice in improving the quality and impact of ITE programs through designing Internships.