This paper examines the methodology of collaboration-oriented teaching based on “BIT-Lesson” technology in foreign language education. The relevance of the topic is determined by the growing need to prepare future teachers and students for communicative, creative, and cooperative activity in learner-centered classrooms. In contemporary foreign language pedagogy, collaboration is not merely an auxiliary form of classroom organization; it is a key condition for meaningful interaction, shared problem-solving, and professional growth. Recent Uzbek pedagogical research presents “BIT-Lesson” technology as an instructional model built around dialogue, play, and creative exercise, and links it with moderation, facilitation, and collaborative activity in the preparation of future foreign language teachers. The aim of the study is to identify the methodological principles, pedagogical conditions, and instructional stages through which collaboration-oriented teaching can be effectively organized on the basis of “BIT-Lesson” technology. The paper is based on theoretical analysis, comparison, interpretation, and synthesis of scholarly works on communicative language teaching, collaborative learning, creativity in foreign language education, and the emerging research base on “BIT-Lesson” technology. The findings show that this technology becomes methodologically productive when collaborative work is organized through purposeful communicative tasks, role-sensitive interaction, reflective discussion, and gradual transition from guided cooperation to more autonomous co-construction of pedagogical solutions. The paper concludes that collaboration-oriented teaching based on “BIT-Lesson” technology has significant pedagogical value in foreign language education because it combines communicative practice, creative action, and professional formation within a coherent interactive framework.