Teacher coaching has emerged as an effective alternative to traditional forms of professional development. Researchers have studied instructional coaching models and found a positive influence on teacher efficacy and student outcomes. Yet there is little mention in any of the literature of including teacher candidates in the coaching process. Using the example of a Professional Development School (PDS) partnership between Kansas State University College of Education (KSUCOE) and the Shawnee Mission School District (SMSD), this article highlights the potential of utilizing instructional coaches in mentoring student teachers by describing an innovative Professional Development School (iPDS) model that has been mutually beneficial for both partners and how this important educator development tool aligns with Standard 4 of the National Professional Development School Model: "A shared commitment to innovative and reflective practice by all participants."