This paper describes a collaboration between Mathematics Education and English as a Second Language (ESL) Education programs that presented opportunities for preservice teachers from both programs to work together to address curricular and linguistic gaps that occur for English language learners (ELL) in content area classrooms. By modeling collaboration, facilitating group interactions, and creating authentic field experiences, two faculty members created a space for preservice teachers to practice collaboration and to develop the necessary knowledge, skills, and dispositions to address the educational needs of diverse students. The goals for the students were for them to develop: (1) understanding of their own perspectives and those of the students they teach; (2) observing ELL in mathematics and ESL classes; (3) comparing standards for both programs; (4) identifying gaps in content standards and World-Class Instructional Design and Assessment (WIDA) Can-Do Descriptors (the language ELLs are able to understand and produce in the classroom); (5) planning instruction with support for ELL; (6) working collaboratively to design, implement, and assess the impact of their mathematics lessons for ELL; (7) presenting their projects; and (8) reflecting on their collaborative process in working with a group to complete the project.