The first year of teaching is often challenging and the year when teachers decide whether to remain in the profession. More than 20% of first-year teachers leave their school or the profession within their first year of teaching and almost 40% of beginning teachers leave the profession within their first five years (McVey & Trinidad, 2019). The amount of support provided to beginning teachers is critical during their formative years when teachers are transitioning from preparation to practice (Rychlik & Carroll, 2003). Collaboration and support among professionals within teacher preparation programs and school districts during teacher preparation and induction are needed to address the critical features of effective, sustained professional learning (Desimone & Garet, 2015). Adapting Rudine Bishop's (1990) metaphor of mirrors, windows, and doors, this article is organized broadly around the following three questions: (1) How do the authors produce mirrors of reflection for teacher candidates to become reflective practitioners with a focus on teaching as assisting performance? (2) What windows of possibilities can the authors design for teacher candidates to employ research-proven instructional practices? and (3) What doors of opportunities can the authors draft to support the development of professional capital within a professional learning community of practice?