This article describes a Collaborative Intervention Project designed to prepare preservice teachers to develop, implement, monitor, and evaluate interventions for English learners (ELs) in need of academic and/or behavioral supports. Faculty from two departments, one preparing bilingual education (BE) elementary school teachers and the other preparing special education (SE) teachers for prekindergarten through 21 generic certifications, developed a process to enhance preservice teachers' preparation to collaboratively address the cultural and linguistic characteristics and educational needs of ELs. The authors describe the process through which faculty designed and implemented the project, share resources for project replication, and discuss faculty and student responses.