This article describes a unique approach to developing and delivering the curriculum for an experimental program that prepares STEM (science, technology, engineering, and mathematics) graduates for teaching in high-needs secondary schools. The context for the collaborative design--including the charge, personnel, and purpose of the program--is briefly described, followed by the process used to determine the program's conceptual framework. A brief description of the curriculum and its delivery is explained, including the "rotations" aspect of each course, which plays a significant role in STEM teacher preparation. The objectives for each rotation are identified, and the settings in which rotations occurred are described. The article concludes with a discussion of the STEM graduates' views about the extent to which rotations foster pedagogical content knowledge in novice teacher candidates.