This essay presents a case of collaborative learning and lesson design between general and special education teacher candidates through a synchronous online class during the COVID-19 pandemic. We propose a theoretical framework of Pedagogical Content Knowledge (PCK) for inclusive history-social studies teaching and detail how we used the framework to organize and facilitate this collaboration. We focus on strategies and tools for online group activities in which candidates work together to develop subject matter knowledge, understanding of students, and pedagogical strategies for teaching and learning in inclusive elementary classrooms. We use teacher candidates' evaluations, reflections, and lesson materials to highlight the utility of online learning environments for engaging general and special education teachers in meaningful collaboration.