This study describes a collaboration in one northern California university between three teacher education programs (multiple subject, single subject, and education specialist) that explores how and to what extent faculty are developing and modeling the 21st-century skills in preservice teachers. In addition, this study analyzes preservice teachers' perceptions of their competence in 21st-century skills and their ability to incorporate them into their own teaching. Relying on the theory of cognitive apprenticeship (Collins, 2006; Collins, Brown, & Newman, 1987), the researchers approached this process primarily for the purpose of promoting expertise in teaching, focusing on teaching methods including modeling, coaching, scaffolding, articulation, reflection, and exploration. This current study fills a gap in the teacher education literature by using data from surveys and focus groups to identify how teacher educators across programs within one institution developed the 21st-century skills with preservice teachers, through both course work and field experiences. It asks, How and to what extent do teacher education programs develop and model the 21st-century skills in preservice teachers? The study also aims to build a model for teacher education programs by purposefully facilitating the development of these skills; specifically, the initial stage is personal development of each skill, followed by the application of these skills in educational contexts, and finally their utilization professionally with K-12 students, colleagues, and parents.