This article presents the results of a research study that examined the benefits and limitations of a professional development school program designed to assimilate experienced high school teachers into the fabric of preservice educator preparation at an institution accredited by the National Council for Accreditation of Teacher Education. Findings suggest that a content-specific methods course delivery and support structure is an effective innovation that negates deeply held stereotypes, cultivates school-university collaboration, improves the practice of veteran educators, and strengthens the repertoire of preservice teachers. However, minimal incentives to university faculty to maintain participation and classroom teachers' insufficient grasp of pedagogy emerged as barriers to sustainability. We surmise that teacher preparation programs can find creative ways to live up to the "intentions of the [professional development school] innovation" (Tyson, 1997, p. 1) and are poised to address the professional development needs of the nation's most experienced and novice educators.