The author reflects on challenges faced by teacher educators when Kentucky's Educational Professional Standards Board mandated a new Co-Teaching model for all of the state's student teachers in 2013. This article analyzes the overwhelmingly positive responses of cooperating teachers and the experiences of teacher candidates (student teachers) with co-planning and co-teaching. The article also analyzes the intra-university as well as interuniversity collaboration that has resulted to implement Kentucky's unfunded mandated which has shifted student teaching from a traditional apprenticeship model to a co-teaching partnership model in order to assure more consistent clinical experiences for student teachers, raise achievement levels, and improve retention and success of classroom teachers.