A recurring theme in the social literature is the perceived gap between what faculty in higher education view as the goals of and preferred methods for teaching social studies and those valued and applied by practicing social studies teachers. In 1990, Ohio State University began planning an intensive school-university collaboration in the form of the Professional Development School (PDS) Network in Social Studies and Global Education. The importance of the following components in the preparation of preservice teachers in social studies and global education have been learned from the PDS project: maintaining congruence, modeling competence, extending time teaching and learning with real students, expecting high standards for preservice teachers' performance as professionals, reflecting on practice using journals, case studies, small group discussion and other techniques, and caring. The PDS has also created new roles and opportunities for professional growth for experienced teachers. The field teachers have become university faculty, extending their own professional lives, and they also have become experts at organizing effective inservice workshops. The program, which has not been without difficulties, has required trust and a shared vision along with the cooperation of the institutions. The program has benefited its preservice teachers, the field faculty, and the partner institutions. (Contains 26 references.) (JLS)