Teaching institutions with middle grades-specific teacher preparation programs remain a cornerstone for improving the condition of the nation's middle schools. Yet such programs scarcely exist as the heartbeat of excellence for middle grades schools or for preservice teachers seeking middle grades licensure (Jackson & Davis, 2000). Moreover, educators within such programs which do exist may seldom engage in the very work they encourage, even thrust upon preservice teachers. This article describes the Symposium Project, how the author engaged a community of middle level professionals in order to develop a larger network for collaborations on middle level teacher education course redesigns. The result was the realignment of courses within the university's Middle Level Teacher Education (ML) Program and the adoption of a shared, middle-grades specific library. Gains were seen in students' performance and in the understanding of middle level philosophy, concepts, and structures. Overall, the Symposium Project resulted in a model of enhanced teaching and learning within the ML program from which others may benefit.