The delivery of construction projects, particularly with respect to design phase or preconstruction efforts, has changed significantly over the past twenty years. As alternative delivery methods such as Construction-Manager-at-Risk (CMAR) and Design-Build models have become more prominent, general contractors, owners, and designers have had the opportunity to take advantage of the collaborative planning opportunities that exist during the preconstruction portion of the project. While much has been written regarding the benefits of more collaborative approaches and the utilization of various tools and practices during preconstruction to mitigate risk and maximize positive outcomes, what is lesser known is how to teach a coursework that exposes students to various tools and practices that are being utilized today. The objective of this research was to create a testable methodology that can be used to analyze a developed approach that answers the question of how to teach preconstruction tools and practices. A coursework was developed and taught as a graduate level class and data was collected from the actual teaching of that class. In addition, feedback was solicited from the construction industry concerning recommended content applicable to such a class. Data was then analyzed to ascertain student retention of the material and topical content of the course. Through these findings and literature review process the methodology and baseline coursework was shown as an effective means to teach preconstruction tools and practices.