This paper describes a Goals 2000 project intended to redesign preservice teacher education, practicing teacher roles, and student learning experiences within a Professional Development School framework. The team includes teaching faculty from the University of Akron (Ohio) College of Education Department of Curricular and Instructional Studies, senior students in the elementary teacher education program, an assistant superintendent, principals and teachers from two urban elementary schools, and staff from the Summit (Ohio) County Educational Service Center-Technology Academy. The model for this project involves five components: structuring the collaborative; selecting the sites and participants; creating a shared vision; the intern/student teaching experience; and evaluation and dissemination. During the fall semester, interns spend two days a week with an assigned mentor-teacher. As interns become part of the class routine, they are encouraged to work with their mentor-teacher to design, deliver, implement, and evaluate models of new work. In the spring semester, the students engage in formal student teaching that includes an eight-week primary placement and an eight-week intermediate grade placement. The university faculty and grant coordinator remain on-site to develop relationships and to facilitate and teach classes on curriculum, evaluation, and professional issues. (JLS)