Teacher preparation programs face the continual challenge to provide experiences that foster collaboration between teacher candidates and go beyond the boundaries of particular programs and classrooms. Collaborative learning structures improve learner achievement, attitudes, engagement, satisfaction, and retention rates when interactions between learners are facilitated and fostered. These structures have the potential to foster genuine collaboration in which groups create products and processes that change individuals' understandings and actions as well as those of the collective group. In this format, learning occurs not only from the instructor but from other classmates as well. Many agencies and professional associations are calling for increased opportunities for practice-based teaching experiences within teacher preparation programs. This manuscript explores how online tools may be utilized in teacher preparation classrooms to support collaboration among teacher candidates within a program, as well as connect students in different programs and institutions to ultimately build literacy content and pedagogical knowledge.