This chapter is a case study examining the symbiotic relationship among an Arts and Sciences mathematics department, a school of education, and a large urban public school district, as a context for the development of pedagogical content knowledge in the curriculum. Specifically, Hunter College, CUNY, has a long-standing master's program in adolescent mathematics education, which is a joint program with the Department of Mathematics and Statistics and the School of Education. Recently a subset of students in this program have also been involved in a teacher education residency program funded by the National Science Foundation. One of the goals of this residency program is to explore various interpretations of pedagogical content knowledge and their implementation in the college and the high school curriculum. This chapter describes several of the courses in this master's program, which seem to be fertile grounds for pedagogical content knowledge. We consider the creation of a new course, dealing with misconceptions in mathematics learning, which explicitly revolves around the idea of PCK, a geometry course which was revised and optimized for the teacher education master's program and incorporates PCK, and an existing problem-solving course, which naturally contains elements of PCK. [For the complete volume, "Pedagogical Content Knowledge in STEM: Research to Practice. Advances in STEM Education," see ED613708.]