According to Richard DuFour (2004), "To create a professional learning community, focus on learning rather than teaching, work collaboratively and hold yourself accountable for results." Professional learning communities provide the structure that must exist within a school in order to become effective. However, to truly prepare pre-service teachers to become effective collaborators, teacher education must provide them with the support they need to develop these skills. University faculty members in the undergraduate teacher education program at Samford University recognize the ability to collaborate and participate in collegial professional learning communities as critical skills that all teachers in the 21st century must possess. Collegiality is important for teachers and can be directly linked to effective schools.(Glatthorn & Fox, 1996) Therefore, the basis for the skills needed to function within a collegial professional learning community must be developed through intentional, scaffolded experiences in an effort to overcome teacher isolation that leads to the attrition of first year teachers. It cannot be assumed, however, that beginning teachers come prepared to take responsibility for their own professional growth. Moreover, these crucial skills must be viewed as foundational, and developed before teachers begin their practice. Professional learning communities in undergraduate teacher education can provide the fundamental bridge from candidate to professional practitioner.