This paper presents a case study of the work of two teacher educators with an in-service science teacher. This case study forms one cycle of a larger action research study that will eventually lead to a model of how the third-space concept for teacher professional development can be realized in natural school settings. The case study took place in a Grade Eight integrated science class and was designed to facilitate collaborations at multiple levels--between teacher educators within a university setting, among practitioners within a school setting and between university teacher educators and school practitioners. Among the issues emerging as the research evolved were the various roles we assumed, such as coach, critical observer, decision-maker and advisor. Issues related to developing trust, teacher confidence, teacher tacit knowledge, time for reflection and classroom realities were significant findings. The research facilitated our personal and professional growth as we gained insights into the inside working of the curriculum and our responses to situations that emerged. This first phase of the research provided the experiences and theoretical insights that, with further research, can contribute toward developing a model of continuous professional development within a Caribbean context.