Learning how to teach in a hybrid space, such as a museum, opens up possibilities for preservice teachers to expand their definitions of literacy and experience teaching and learning with adolescents in new ways. This two-year study reports findings from a university-museum partnership in which preservice teachers (N = 81) worked with sixth-grade students each week in a museum setting. Findings suggest that being in this hybrid space provided opportunities for preservice teachers to expand their definitions of literacy and text as well as extend and enhance sixth-graders' curricular connections. Teaching in a hybrid space also provided new opportunities to think about adolescents as learners, including the repositioning of secondary students as teachers. Finally, this study's findings demonstrate the importance of learning how to connect and use hybrid spaces to support adolescents' learning and literacy development.