This paper reports on an intentionally constructed hybrid space, the Odyssey, as an approach to address the gap between theory and practice in teacher education programs. In the Odyssey, prospective teachers and mentor teachers engaged in joint explorations of mathematics. We analyzed the interactions among participants using the concepts of figured worlds and positional identities (Holland, Lachicotte, Skinner, & Cain, 1998). Findings point to the potential of experiences such as the Odyssey to challenge the power differential that often exists between mentor and prospective teachers. Furthermore the act of engaging in mathematical activities together may encourage prospective teachers to elaborate on their mathematical explanations as well as allow mentor teachers the opportunity to (re)visit mathematical ideas. [For the complete proceedings, see ED597799.]