This study describes the professional development school movement as a part of attempt to achieve collaboration between university and school as well as how these collaborations are constituted in early childhood teacher preparation programs and kindergartens, and current affairs of early childhood teacher education in Korea. In reviewing related research results, the collaboration between university and school can find the effectiveness in views of offering opportunity for new teaming, changes in teaching concept and practice, sharing leader-ship, and offering qualitative practicum opportunity. Despite the potentials of collaboration, in order to sustain collaboration between university and school, problems of faculty incentive structure , conflict of values, lack of time and budget, high turnover rate of teachers, and resistance to the changes must reach a solution. By embracing such limitations, several plans which can be applied in current early childhood teacher education in Korea, are suggested: Collaboration in the courses related to teaching methods; Formation of collaborating team between cooperating teachers and student teachers in practicum; Connection between graduate school, graduate school of education, and in-service education; Activation of action research; Team teaching between faculty and teacher; Diversity of course management.