This research presents a Collaborative Case Study (CCS) program, designed by the authors and implemented within Israel's "Academy-Classroom" model. While the national program provides structural foundation for pre-service teacher training, this initiative deepens reflective practice and mentor-mentee collaboration through structured case-based inquiry. The "Academy-Classroom" program integrates pre-service teachers into practical classroom experiences, supported by experienced teachers and academic mentors. This community-based model fosters collaborative engagement to develop professional identity and understanding of teaching-learning processes for pre-service teachers, simultaneously enhancing mentor expertise.

The CCS program, driven by this rationale, involves pre-service teachers and their mentors jointly investigating real-life classroom events. It strengthens the student-mentor community, addresses practical issues, and offers a safe space for learning. CCS is a valuable tool for continuous professional development, designed to: increase collaboration, enable deeper learning of theories, improve classroom management, develop reflective skills, provide support, and facilitate joint analysis.

Program implementation involves pre-service teacher-mentor teams collaboratively selecting and exploring a classroom event. They co-construct and present the case to the learning community, detailing the event, presenting the main issue, conducting a discussion of responses, demonstrating theoretical support, and performing a reflective summary.

The program commenced in the 2025 academic year across two special education schools.

A qualitative study, based on written reflections from 14 participating pre-service teachers, examined the program's contribution. Thematic analysis revealed significant themes:
- Deepening Professional Identity and Empathy Through Individual Cases
- The Power of Reflective Practice and Structured Frameworks
- Collaborative Learning and Community Building
- Holistic and Contextualized Understanding of Student Needs
- Cultivating Professional Self-Efficacy and Resilience

While this program was implemented in special education settings, we believe its core elements—collaboration, reflection, and shared inquiry—are relevant to a wide range of teacher training contexts.

Keywords: Pre-service Teacher, Teacher Training, Collaborative Case Study, "Academy-Classroom" model, mentor.