This paper describes a study of a collegial teacher education program aimed at helping student teachers learn interdependent instructional skills and professional behaviors which support the development of authentic collegiality before they experienced the isolation many teachers perceive. The program arranged an environment where student teachers were guided in pairs by supervising teachers and university coordinators to participate in collaborative decision making, pedagogical reflection, and talk about teaching. The program hypothesized that collegiality would develop and systematically integrate students' instructional and professional learning. This study examined whether the program would result in collaborative relationships. Data from 12 cycles of partnered student teachers participating in public school placements were used to examine the issue. Data came from questionnaires, journals, interviews, conferences, observations, and audio and video tapes. Results indicated that the pairings: prepared student teachers to work with other teachers in a professional community; enhanced critical thought about teaching; and identified a continuum of collaborative development stages and behaviors. When partners differed in beliefs about teaching, conflicts emerged that sometimes required assistance. When partners' teaching talents differed significantly, jealousy and rancor were seen. University faculty influenced professional behaviors leading to collegial relationships. (Contains 29 references.) (SM)