In this conceptual piece, we offer a new definition of triad in the context of clinical experiences and describe the collaborative triad model developed for a middle school STEM teacher preparation program. We propose our model as a more viable option than traditional student-teaching triads to support the formation and sustainability of school-university partnerships. We argue that clearly delineating the roles and responsibilities of each triad member up front leads to improved functioning of the triad and, ultimately, a better experience for the preservice teacher.