Brown, Collins, and Duguid (1989) described cognition as "situated"--"a product of the activity, context, and culture in which it is developed and used" (p. 32)--and outlined the "cognitive apprenticeship" approach to teach "what" something is, as well as "how" knowledge can be used in order to help children create their own understanding. Similar to an emergent curriculum (Cassidy, Mims, Rucker, & Boone, 2003), "cognitive apprenticeships" also provide a context-rich scenario to study a topic in-depth, while teaching the various content area standards. Children have opportunities to learn about areas of expertise that may be new to them and/or in which they have not developed any interest yet. This article explores whether cognitive apprenticeships can be created with experts in the community and how they might look in a preschool classroom. Using the example of what a curriculum developer, a classroom teacher, and an expert architect accomplished, the author will attempt to lay out the teaching strategies that were used to implement a cognitive apprenticeship for 3- to 5-year-old children, followed by a description of a co-teaching partnership between a teacher and a specialist. Practical implications for educators are also discussed.