There is a troubling trend in science classrooms throughout Europe. School-aged students’ interest in science-related careers has been waning, achievement in science has been decreasing in many countries, and there is a widening gap between students based on migration background. These trends are especially alarming given that scientific and technological competencies are playing an increasingly critical role in economic growth and societies’ ability to address complex global challenges. Decades of research in science education have consistently established that inquiry-oriented (emphasizing questions, evidence, explanation, and communication), coherent (emphasizing a small set of key ideas over time through connected inquiry lessons) instruction aligns with current understanding of how students learn, creatively engages students in both the practice and content of science, and helps to engage diverse learners in the collaborative co-construction of scientific knowledge. Yet, despite widespread availability inquiry-oriented curricular resources, typical school science instruction often looks starkly different from the coherent, inquiry-oriented learning environments that the science education research literature has shown to be effective. Science teacher education experiences are critical for addressing this disparity by helping new teachers learn to teach science using pedagogy that is likely quite different from that which they experienced as science students. In this strategic partnership, we focused on sharing best practices for designing effective science teacher education that supports new teachers in implementing coherent, inquiry-oriented pedagogy. We assembled a group of six partners in the Baltic region and Turkey (which represents a substantial fraction of the migrant population in the Baltic region) to share and reflect upon promising approaches in science teacher education that can support preservice and new teachers in designing and implementing coherent, inquiry-oriented science instruction. Each project partner institution brought rich experience in providing science teacher education and in the development and support of coherent, inquiry-oriented science instruction; this project focused on bringing this expertise together to engage in much-needed knowledge sharing and to spur future innovation in science teacher education. We structured our partnership using the same design principles of coherent science instructional environments that we seek to promote, including contextualizing learning with meaningful questions, focusing on a small set of core ideas over time, and fostering reflective collaboration and communication. We organize project activities according to the overarching (driving) question: “How can teacher education experiences better prepare new science teachers to implement coherent science instruction?” To address this question, we have designed a series of workshops in partner countries across the Baltic region. In each workshop, host science teacher education institutions worked with local stakeholders (school-based educators, policy-makers, and teacher professional developers) to showcase promising practices for promoting coherent science instruction through teacher education, and host institutes received reflective feedback from other project partners. By using the principles of coherent instruction to structure our partnership, we both modeled best practices and ensured that activities build on each other over time. Our project resulted in the identification of key elements of science teacher education programs that support the enactment of coherent science instruction in schools. We have developed a model that identifies these elements and maps them relative to each other, and our hope is that this model might guide others in designing and refining science teacher education programs. This model is described in detail in the PICoSTE Project Final Report. Additionally, we make two key recommendations as a result of this project. First, science teacher education programs must themselves be coherent by focusing on a small set of ideas over time and across contexts. Second, science teacher education programs must actively work to build shared understanding and substantive collaboration between faculties across school and university contexts.