This article explores the needs, methods, and benefits of reconceptualizing art education teacher preparation from the enterprise of the university alone to a more collaborative model involving the university, primary and secondary public schools, and local and global communities. The goal of such a shift is to develop opportunities for preservice art teachers to engage in supportive studies and experiences that will equip them to not only play a positive role in a future global society, but to also positively affect their beliefs about life-long learning in art education. One vehicle for educational transformation is the Professional Development School (PDS) model. This article presents observations and reflections of initial stages in developing a collaborative student teaching community in an art education teacher preparation program at an urban university. The PDS model and challenges of implementation will be discussed along with the implications for developing a professional teaching and learning community for art educators.