School-university partnerships are a fundamental link to strengthen teacher education reform. The formation of new partnerships in which academic faculty and in-service teachers assume expanded roles holds promise as a primary avenue toward developing content and contextual expertise of preservice music teachers and strengthening pre-K-12 students' learning. In this extensive review of literature, the authors discuss problems and possibilities of such collaborations in both general education and music education contexts. They propose a research agenda focusing on (a) the developmental nature of the collaboration process, (b) the quality of the process, (c) the outcomes of the process, and (d) the perspectives of all parties involved to examine the role of school-university partnerships in music teacher education.