This paper describes a teacher education program that integrates second language acquisition theory and research with language teaching methods, practical issues, and the development of collegiality in a cooperative professor-student approach. Although not all theoretical approaches may find direct application in the classroom, many have informed language teachers. This discussion draws from specific examples of the contribution of theory and research to the raising of awareness of graduate students as pre- and early-service teachers in the English-as-a-Second-Language (ESL) classes they conduct for international students as a part of their practical training. For example, research studies make them aware of the importance of the development of pragmatic as well as grammatical competence for second language learners, so speech acts in the target language are included in syllabi. Discussions they hold as graduate students develop into the sharing of ideas as teaching colleagues in weekly meetings where collegiality becomes an important part of their professional development. The strength of this program design lies in the multiple roles played by participants. (Contains 31 references and a list of suggested readings.) (KFT)