As two teacher educators, we conducted a collegial action research study and investigated how collaborative lesson preparation and reflection that focused on prospective teachers' thinking supported our perspectives on teaching and learning. We conducted this action research to provide more equal education opportunities to the prospective teachers who were enrolled in a short teacher certification program. The data sources included weekly planning and reflection meetings, activity worksheets, reflective journals, and audio recordings of lessons. We used a thematic inductive approach to analyze the data. The collegial lesson preparation and reflection meetings provided us with opportunities to discuss important issues for teacher educators. Data analysis indicated that throughout the study we have improved our skills in lesson planning and implementing.