This qualitative case study explored the collaboration between students in two social studies methods courses at different universities. The authors used technology to connect preservice teachers from teacher education programs that differ in terms of geography, size, and type of university. Using archived data from the courses, the authors found that the intercollegiate collaboration enhanced the students' methods experience by expanding learning opportunities through communities of social studies practice. Specifically, students had overall positive perceptions of the value of the collaboration, learned new teaching strategies and educational technologies, and also learned from multiple social studies methods instructors. The implications of these findings for social studies methods instructors and students, particularly at small colleges/universities are discussed. The paper includes identification of obstacles to implementation and recommended future lines of research in using technology for intercollegiate collaboration in social studies teacher education. (Contains 1 table.)