In this paper, we present findings from the third year of a multi-year research investigation into the mentoring and coaching practices of cooperating teachers and university facilitators working together with preservice teachers. In this third year, our focus was collaborative coaching--coaching that intentionally involves both the university facilitator and the cooperating teacher in collaborative conferences--as a way to bridge university and field work through shared reflective practice. This paper is a qualitative case study of three CT/UF/PT triads engaged in collaborative coaching during the student teaching semester. Our overarching finding was that collaborative coaching created space for PT reflection because the CT and UF were able to help each other coach effectively.