The purpose of this study was to understand the experiences of faculty and preprofessional students who teach and learn within cohorts. The authors also explored how common cohort learning experiences prepared candidates to teach in inclusive settings. The findings are presented as a multiparticipant case study of a cohort-based dual certification program (blended early childhood regular and special education). Interviews with seven instructors and five candidates and written reflections from 79 students in four cohorts guided the qualitative study. The authors taught in the interdisciplinary cohort program at the time of the research. A grounded theory analysis revealed that cohort members experienced common learning phases during six semesters of preprofessional training. Program design, interpersonal elements, and faculty preparedness affected how well inclusive practices were facilitated within cohorts and in classrooms during student teaching.