Teacher educators' capacity to prepare competent P-12 educators who are ready to meet the challenges of 21st century schooling has been called into question (Darling-Hammond, 2006). Low student achievement and high teacher attrition rates have resulted in a national call to prepare prospective and practicing teachers with the knowledge, skills, and dispositions to collaborate with colleagues and to provide an equitable and quality education for all students, particularly those from diverse backgrounds (Darling-Hammond, 2010). In response to this call as well as on-going challenges from the field, the teacher education faculty from Kennesaw State University (KSU) (Atlanta, Georgia) created formal partnerships with local school districts and designed, developed, implemented, and evaluated a collaborative model of practice that occurs throughout a yearlong clinical experience. Inherent in KSU's Collaborative Model of Clinical Practice (CCP) are two key partnerships that simultaneously support novice and practicing teacher development including pre-service co-teaching (Bacharach, Heck, & Dahlberg, 2010; Badiali & Titus, 2010) and classroom coaching (Knight, 2007). The purpose of this paper is to describe the CCP Model and its components: (1) professional development; (2) pre-service co-teaching (PSCT); (3) classroom coaching; and (4) inquiry. Further, brief results from a pilot study that utilized focus groups to inform the CCP Model are presented.