With the current influx of grants and national technology standards, many in Instructional Technology departments that serve teacher education programs wrestle with working outside initial certification areas. At Georgia State University, the Instructional Technology unit has been working closely with the Middle Childhood Education unit for the past three years to develop a cooperative relationship. Working together, the units have re-designed the stand-alone technology course into an innovative, alternative approach to technology in teacher education in which introductory teaching methods are taught in a technology-rich learning environment. In addition, a multi-submission portfolio assessment plan for all Middle Childhood Education students was instituted to ensure that all students meet multiple national standards prior to graduation. This paper explores the process and the outcomes of this partnership. Current and future plans for the partnership are provided. In addition, the authors provide their personal perceptions of why this partnership worked, and why it continues to grow. Finally, recommendations for establishing partnerships between instructional technology units and initial certification units are provided. (Contains 30 references.) (AEF)