Classroom management issues consistently surface as a prevailing concern for novice teachers. Yet when classroom management is incorporated into university teacher education undergraduate courses, it is often perceived as too theoretical or disconnected from the "real world" of classrooms. Embedding attention to classroom management issues in field-based experiences, such as student teaching, may be an optimal time to address preservice teachers' perceived needs in this area of learning to teach. This article describes a Professional Development School initiative that drew on expertise and resources available through the local chapter of the professional organization (union). Through collaboration and the leveraging of resources, initiatives such as this one provide rich avenues for enhancing the learning of preservice teachers.