This article reports on a semester-long project where a TESOL professor and English Education professor modeled collaborative teaching and explicitly taught collaboration skills to a coscheduled teaching methods class consisting of TESOL and Secondary English teacher candidates. Data were collected in the form of pre- and postsemester surveys. In addition to the quantitative survey data, reflections from the candidates were analyzed as were focus group discussions from both groups. The data suggest that explicit instruction and modeling have a positive effect on knowledge and beliefs of preservice teachers relating to professional collaboration.