A university's seminar model suggests the design of a collaborative structure that promotes team sharing and problem solving. The mentoring that occurs in the seminar comes mainly from the student teachers sharing their experiences with each other and working together to make sense of their classrooms in the context of the theories they have learned in the university. The important action in this program is collaboration with others who face similar experiences, and this example at the university can extend to the schools with the help of teacher-leaders in a variety of ways, which are discussed in this article. This mentoring directly contrasts with the individual kind students get throughout the program and adds another layer to their knowledge base, which will help them think and act like experienced teachers. Online communities can extend the inquiry begun in a seminar and allow university faculty and graduates to stay connected as they expand their knowledge about teaching and learning. (Contains 2 notes.)