The phenomenon of “superficial integration despite formal cooperation” in industry-education integration of preschool education practice bases in colleges and universities is a bottleneck restricting the quality of future preschool teacher training. Its deep-seated dilemmas can be attributed to the unbalanced structure of “rights, responsibilities, and interests” in the collaborative governance between “colleges and kindergartens”. Taking G University as a case, this study explores and practices a tripartite linkage governance path involving “colleges, kindergartens, and governments.” It clarifies rights and responsibilities through checklist management, balances interests with diversified incentives, and reconstructs the teaching core through competency-based phased practice and evaluation. This model effectively promotes the transformation of cooperation from formal coordination to substantive symbiosis, and the transformation of dual-mentor guidance from administrative supervision to professional leadership. It enhances students’ practical competence and professional identity, providing a reference practical paradigm for achieving in-depth industry-education integration that advances from resource exchange to value co-creation.