The Interstate New Teacher Assessment and Support Consortium's (INTASC's) (1992) standards for beginning teachers and the National Board for Professional Teaching Standards' core propositions highlight the importance of collaborative problem solving for teachers. They suggest teachers work together with other school professionals, parents, and members of the larger community to resolve issues in the classroom. Both groups emphasize preparing K-12 students for using problem-solving abilities in both educational settings and in their lives outside of school. Not surprisingly, many teacher education courses advocate problem-centered instruction and the related approach, case-based instruction. Despite the benefits of these techniques, collaborative problem solving among teachers and problem-centered instruction in the classroom are difficult to institutionalize. In this article, the authors describe the details of the course elements that they developed for an effective collaborative teaching, which they believe prepare future secondary teachers at universities well with regards the INTASC standards on collaboration and problem solving.