Based on the authors' hands-on experiences and reflections, this article suggests how university supervisors can organize collaborative activities between undergraduate students (prospective teachers) and graduate students (in-service teachers). The authors intend to share stories about collaboration and mentoring. This approach to collective storytelling in an educational context became a framework for this article's construction, which includes firsthand accounts by the three in-service teachers. These narratives describe their presentations to prospective teachers and the insights they gained from this collaboration. This article also includes reflections by participating prospective teachers about what they learned from each art teacher's presentation. The authors provide suggestions for university professors interested in facilitating this kind of undergraduate-graduate student partnership.