As classrooms become increasingly more diverse in terms of culture, linguistics, and student need, teacher education programs must evolve to develop teachers who are not only specialized in their field or content, but who are effective collaborators with colleagues and families. However, it is not enough for teacher candidates to have knowledge of best practice for collaboration, they must have opportunities to practice in structured and safe situations to develop these skills (Ball, Sleep, Boerst, & Bass, 2009). This paper provides recommendations and guidance for implementing a clinical approach to prepare early childhood teacher candidates who are skilled in collaboration to meet a wide range of student needs across diverse instructional settings within a professional development school (PDS) model. Through a series of practice-based assignments and carefully selected field experiences, teacher candidates have opportunities to practice and apply skills related to collaborating with families and colleagues.