This paper examines the experiences of two colleagues working in close collaboration over several years to create, implement, and assess an innovative and integrative cohort-based, preservice-teacher, field-experience curriculum in a new Bachelor of Education program. Engaging a duoethnographic narrative approach, this paper both inquires into the experiences of the authors, and traces the complex interrelational work, and personal work that was required to do "good" work together on behalf of preservice students and partners in the "field."