Collaboration between university and school board seems essential in matching core objectives of teacher training with the critical skills and knowledge needed by teachers in new environments. Therefore, Brock University (Ontario, Canada) and the Niagara South Board of Education (Ontario, Canada) established a collaborative early primary teacher education initiative within an existing preservice program. They created a shared funding/shared staff arrangement; a key administrator in the early childhood program facilitated the collaboration, and key personnel met frequently before the beginning of the school year. This initiative was built upon a Brock model in which students were organized into counseling groups. One main contribution of collaboration was increased access of university personnel to cooperating teachers and more personal involvement of cooperating teachers in the supervision of student teachers. During the counseling seminars, formal time was given to reflection through shared storytelling. Both storytelling and journal writing offered insights into how collaboration worked between students and colleagues. As program management has become more routine, the focus of collaborative reflection will shift to how well it meets student needs and how it challenges student teachers to reflect critically on the practices and methods they have experienced. Appendices provide an outline of the seminar reflection process, course outline for the early childhood education methods course, and the form used for evaluation of student teacher performance. (SM)