As schools and cultural organizations face pressure to provide arts programs that meet academic standards, artist residency models have been evolving to become more in-depth and long-term. This trend, supported by schools and funding sources from both the public and private sectors, has affected Teaching Artists' (TAs) practice significantly. Instead of appearing at a school for only one or two classes and implementing a pre-set lesson plan, TAs now frequently find themselves as members of arts partnerships intended to last several months, possibly years, designing and implementing custom-tailored curricula. To investigate the impact such partnerships can have on TAs and their working methods, the author invited some TAs he has worked with, and whose insights he values, to compare experiences in short-term and long-term residencies. Their responses, which are summarized and compiled in this article, may be an aid to other TAs, as well as to the teachers and administrators who work with them. Though the specific strategies and perspectives on developing lessons, collaboration, and professional development may be familiar to regular readers of the "Teaching Artist Journal," this exploration hopes to provide a new articulation of the benefits and requirements of long-term partnerships as well as draw new connections between the assorted components of these programs. (Contains 3 endnotes.)