Current teacher preparation programs have received scrutiny for failing to sufficiently support teachers in valuing and developing their knowledge of data literacy. The current study explores a collaborative approach to increasing pre-service teachers' experiences with data literacy by including under-utilized data experts: school psychologists. Drawing from research on data literacy, activity theory perspectives of horizontal expertise, and field-based models, this study aims to inform teacher preparation curriculum and improve pre-service teacher data literacy. Using survey data, results indicate that pre-service teachers who participated in this K-12 field-based collaborative model increased their beliefs, understandings, and value of data, with the most growth found in confidence and understanding of school-wide data and problem-solving approaches.