This paper describes an experimental course that modeled a teamed approach in preparing future school leaders centered on teacher professional development. Participants included representatives from the key stakeholder groups in teacher professional development (beginning and experienced teachers, future teacher educators, and future administrators). The course engaged participants in modeling the collaborative problem solving that is evident in schools which function as true learning organizations. Data collection included field notes, wall charts, and daily discussion from the course. The paper describes course design and history; articulates processes used to facilitate class planning and problem solving discussions; presents the group's ideas for redesigning professional development practices for teachers; and summarizes the implications of this kind of experience for improving preparation and professional development programs for teachers and administrators. Results of the study suggest that administrators cannot assume student teachers receive all the information necessary to teach, and lifelong learning is essential for teachers to remain vital and effective across their careers. Administrators are critical catalysts in ensuring a rich learning environment for teachers in the schools. Effective education must occur in an environment based on mutual trust, respect, and sense of community. (Contains 30 references.) (SM)