University programs for preparing preservice teachers of languages for teaching in schools generally involve generic pedagogy, methodology, curriculum, programming and issues foci, that provide a bridge between the study of languages (or recognition of existing language proficiency) and the teaching of languages. There is much territory to cover in such courses, usually in only one or two semesters or trimesters of study. This paper describes one approach to the preparation of teachers of languages, through the use of a "collaborative community of learners" pedagogy, in which the cohort of students acts as a collaborative learning and inquiry group, engaging dialogically, so as to share understandings and knowledge across the learning topics, and for all languages, year levels and school systems. Participants--university teachers and preservice teachers--share experiences and responses throughout the learning period, establish networks that continue as the students undertake their school-based practicum, move into schools, and engage in the practice of "teaching as inquiry" as they transition into the workplace. The student cohort in this program is all off-campus, and contributes asynchronously to the learning management site, dipping in an out of the learning management interface as times that suit the individual. The effectiveness of this approach is evidenced through high student satisfaction evaluation responses, online comments in discussion forums throughout the period of learning, and through testimonials of preservice teachers who have been through the program. As more university programs move into the distance education mode, with less face-to-face contact, this model of shared participation provides a way to connect in critical interaction opportunities, and in reflective thinking inspired by the contributions of others, to prepare preservice teachers adequately for work in schools as teachers of languages.