This paper introduces an integrated teacher education model based on the Expeditionary Learning Outward Bound Project model. It integrates early childhood, elementary, and special education and uses inquiry-oriented and social constructive approaches. It models a team approach, with all teachers unified in their mutually shared philosophy of education. The Expeditionary Learning model challenges future teachers to learn core concepts, develop divergent thinking approaches, see issues from multiple perspectives, appreciate collaborative learning processes, and apply what they learn to solve real problems in teaching. The model includes five blocks, each featuring unique, theme-based experiences (diversity of human experiences, tools for literacy and communication, going on a treasure hunt, critical analysis of teaching and learning, and reflection and integration). Data from students' notes posted on the course Web site, weekly faculty meeting notes, and e-mail messages suggest that students had to work hard to adjust to very different kinds of learning experiences that were highly socially constructive but, in the end, they appreciated the shared responsibility, collaboration, technology infusion, use of community-based resources, integrated curriculum, and diversity. Faculty believed the workload was tremendous, and the experience was demanding but rewarding. (SM)