This article describes an innovative partnership between a state department of education, local school systems, and institutions of higher education aimed at increasing the number of effective teachers for high-poverty/ high-minority schools through collaborative partnerships, rigorous coursework, ongoing professional development, intensive internships, and mentoring with research-based induction, all focused on meeting the needs of diverse learners. This partnership builds on the Professional Development School (PDS) model and its success in improving teacher retention and facilitating communication between all stakeholders. The results of this collaborative effort will ultimately impact teacher preparation and clinical practice in the state, and perhaps nationally, through the development of a manual outlining the partnership's findings and recommendations.