A collaborative teaching approach (CTA) between two instructors was implemented to develop more curricular coherence with the intents of reducing fragmentation and of stimulating learning across mathematics methods and instructional technology courses. The CTA was prompted by the need to streamline the learning outcomes, including an e-portfolio exit requirement for their program of study. Utilizing a case study approach to determine preservice teachers' levels of satisfaction, the actual learning effects, and the significant factors in the CTA, we found them to express overall satisfaction with the learning outcomes of the collaboration, and they suggested extended implementation.