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As teacher education programs become increasingly organized around accreditation and licensure standards, finding opportunities to be responsive to teacher candidates' needs and interests has become more difficult. This paper traces the evolution of a professional learning community for secondary social studies teacher candidates as a key feature of one teacher education program and analyzes the collaborative projects designed for the purpose of developing horizontal expertise. We find that professional learning communities can serve as dynamic spaces to co-construct learning experiences with candidates in ways that prepare them for future professional learning as practicing social studies teachers.