In recent years, the discourse from media outlets around the globe, including Australia, has narrated a teacher supply crisis and highlighted the need to address an ever-growing teacher shortage. In Australia, a recent exodus of accredited teachers has seen a rapid change in the stability of the teaching workforce. School leaders are significantly challenged to find suitable teachers, especially in hard-to-staff schools in rural and remote communities. To fill the supply gap, governments have targeted career professionals looking to segue into a second career in education. Initial teacher education (ITE) preservice teachers trying to balance their external commitments and studies have necessitated a more flexible and versatile online learning platform and community. This paper discusses the need for ITE providers to pivot from the traditional modes of on-campus teaching and to establish a more accessible and highly engaging pedagogical approach to preservice teacher education to prepare this cohort of future teachers to be educators in schools. With a focus on the well-established pedagogical approach of collaborative communities of practice, this paper explores new narratives surrounding collective engagement and the link to academic accomplishment. The findings and thematic analyses unveiled a teaching-focused lecturer’s lived experiences while creating and delivering collaborative and authentic pedagogically mobile curricula. The goal is to prepare preservice teachers for their new careers while creating authentic learning experiences that build their capacity to become pedagogically adaptable beginning teachers.