At Sage Colleges (New York) the Faculties of Arts and Sciences and the Faculty of Education have collaborated to involve undergraduate students in actively thinking about teaching subject matter. First an education/liberal arts advisory group was established to bring the faculties together. Out of this group came one collaboration between Education and Mathematics: a pedagogical seminar was developed for the parallel structures of Math Methods and Foundations of Modern Mathematics. Though the course was mathematical in content, the language and concepts extended beyond disciplinary boundaries to focus on transforming content knowledge into pedagogical knowledge. Other education/math collaborative activities led to modules of pedagogy in subject areas and prototypes for use by faculty and to test with students. An example of an individualized adolescent psychology module developed for a student with majors in both Spanish and Education illustrates the collaborative process. A persistent debate was between the transformative tradition which emphasizes cognitive and emotional change versus the mimetic approach which emphasizes passing on knowledge to the next generation of students. (JB)