This paper describes the Critical Thinking in the Schools/Teacher Education project at Montclair State College (New Jersey) and two reforms to the undergraduate preservice teacher education program carried out under this project: the development of extensive collaboration between the college and the public schools which provide clinical sites for teacher education students; and the infusion of teaching for critical thinking throughout the undergraduate teacher education program. The paper considers: the history of critical thinking and the climate at the college that made the revisions possible; the processes and practices that led to improved collaboration between the college and the public schools, including criteria for identifying collaborating "clinical districts"; the agreement between the college and those districts; the work undertaken with inservice teachers in those districts; and the selection and training of clinical adjunct faculty to serve as cooperating teachers from those districts. The paper also outlines the simultaneous revision in the teacher education program, including the development of goals and philosophy for the teaching of critical thinking, the definition of critical thinking, the preparation of college faculty to teach for critical thinking and to supervise students prepared to teach for critical thinking, and the development of new curricula in the undergraduate program. The paper concludes with an outline of plans for institutionalizing and evaluating the program. (IAH)