Although the reform literature in mathematics and science is replete with calls for the integration of math and science, there remain precious few empirical studies examining the prerequisite skills, beliefs, knowledge bases, and experiences necessary for teachers to implement integrated instruction. The initial intent of this study was to examine the content knowledge, pedagogical content knowledge, attitudes, and beliefs (with respect to the integration of mathematics and science) that prospective secondary mathematics and science teachers bring to their respective preparation programs. This study then explored a collaborative model intended to create meaningful educational opportunities within the context of teacher preparation programs to foster preservice teachers' desire and ability to pursue connected teaching in the classroom. Presented in the article are findings related to the initial beliefs and experiences prospective teachers bring to the preparation process, the results of their collaborative work together in the creation of interdisciplinary units connecting mathematics and science topics, and their ongoing efforts to work together once engaged in schools for their student teaching internships. Moreover, this article proposes subtle shifts in both the conceptualization of and language used to describe, the integration of mathematics and science. Building on sociocultural theories, this article proposes the use of connections and pedagogical context knowledge as levers to promote integrated mathematics and science instruction.