Abstract: This brief paper presents the ongoing work and professional growth of three professors collaborating to integrate technology into an elementary mathematics methods course. This integration occurred in response to changes in accreditation standards and a high-stakes teaching performance assessment. In spite of the externally-motivated nature of the instigation of the work, the professors decided to leverage the opportunity to learn with and from one another. They utilized the Teacher Educator Technology Competencies (Foulger, et al., 2017) to reflect on their learning and the TPACK framework for course modifications. Using a collaborative inquiry structure and co-teaching strategies, they re-imagined not only the assignments but the roles colleagues play in sharing expertise. Experiences, materials, lessons learned and implications for policy and practice will be presented.