This study is focused on a collaboratively designed clinical experience that leverages peer coteaching alongside the pedagogies of practice framework to create Third Spaces for teacher candidates (TCs) as they implement reading lessons with elementary students. Using TC reflections, exam scores, and lesson plans, this quasi-experimental mixed-methods study explores outcomes for TCs. It advances the understanding of pedagogies that aim to balance rigorous coursework with meaningful clinical experiences by uniting theory and practice. Findings indicate these efforts were successful in its aim to create opportunities for TCs to experience Third Spaces where theoretical and practical knowledge meet. TCs' ability to respond to student needs was enhanced and reading achievement of elementary-aged students improved.