A university faculty member and a retired elementary principal developed a practicum course for preservice students entering a 1-year post-baccalaureate program. The course included on-campus and in-school experiences. The two professionals met frequently to get to know one another, examine course requirements, and determine what unique knowledge and skills each had and what forums were best for them. They determined the most opportune times to direct students' thinking (during weekly reflective discussions following micro-teaching sessions in one of the schools and during the seminar segments of weekly counseling group sessions at the university). They kept journals, held periodic discussions, and soon discovered they had different expectations regarding students' skill levels and different ideas of the purpose, nature, and extent of dialogue. They learned the importance of considering individual reactions from each other's perspectives. Over time, they became more comfortable with each other's approaches and with student growth. There were concerns over their ability to apply professional knowledge properly, to help students reflect at progressively higher levels, and to help students benefit from the practicum, but the concerns were not overly restrictive. They believe their success was due to their similar views about the value of others and the purpose of education. Several principles related to separate dimensions of teaching directed their actions (reflection, socialization, and the ethic of caring). They believe other collaborative arrangements may fail without such conditions. (SM)