The purpose of this paper is to describe and present results from the fourth year of a five-year collaborative research project between an interactive science center and a local college. The purpose of the project is not only to recruit and train approximately 50 highly qualified science teachers who will teach in New York City public schools, but also to develop a model for science teacher preparation. This model demonstrates how university-science center partnerships can allow both institutions to leverage each other's strengths to guide and support inquiry and constructivist-based pre service teacher preparation. In addition to a description of the training model, data presented will include standardized assessments, classroom observations of project participants and comparison participants, and follow-up with graduates. Results suggest that this innovative training model has enhanced teaching skills and performance. (Contains 7 tables.)