Current shifts to resituate teacher preparation with clinical practice at its core have led to renewed interest in Professional Development Schools (PDSs). As more school-university partnerships strengthen their shared commitment to clinical teacher preparation, school and university-based teacher educators must be prepared to serve in these contexts. This Case-in-Point shares the experiences of two doctoral candidates and one university faculty member who collaborated to prepare novice teacher educators for work in a PDS context. Below we describe the multitude of roles and skills required of university-based teacher educators that our experience revealed.