This paper describes a 1-year post-baccalaureate program for preservice teachers at Brock University (Ontario, Canada). The program emphasizes the relationship between course content and what students see and practice during student teaching. There is strong collaboration among faculty, faculty associates, and students. All participants have an essential role. The paper describes coursework requirements which involve observation in public school classes and significant amounts of group discussion and collaborative planning. The program is based on the belief that for students to truly understand effective teaching, they must actively observe others teach, engage in dialogues about teaching, and reflect on their own teaching and that of others. Faculty members actively observe students during their practicum placements and meet with associates to discuss the students and the program. Associates model an activity-based, student-centered program. Brock employs retired personnel who have demonstrated successful teaching and part-time individuals recognized by their boards as leaders in instructional delivery. They obtain full-time teachers by reimbursing boards for substitute teachers required for the time the teachers spend in direct involvement with the program. The program requires collaboration between faculty, students, and the field and a good understanding of each other's roles. From an administrative perspective, the collaboration can be labor intensive, time consuming, and frustrating, but Brock University has largely overcome the problems. (SM)