The collaborative innovation described in this paper, the use of cooperating teachers in instructing methods courses, is an integral part of a thorough revision of the student teaching program in secondary social studies at the University of Alberta. This innovation was the response to multiple problems with the student teaching program. Cooperating teachers were increasingly reluctant to accept student teachers; there was a lack of integration of theory and practice in the educational program; and students felt the methods course was too theoretical. It was felt that cooperating teachers should be given an extended role in the student teaching program. A program was designed to include opportunities for student teachers to come in contact with cooperating teachers in a university setting. These teachers presented specific methods that worked well for them as classroom teachers, and discussed issues and problems of importance in the teaching of their field, social studies. It was determined that such large group instruction provided meaningful involvement by cooperating teachers and allowed student teachers to learn from a large number of excellent cooperating teachers. (JD)