University physical education teacher education (PETE) programs in many states face unique challenges in the preparation of pre-service elementary school physical education teachers. In some states such as Arizona, the majority of elementary schools employ full-time physical education specialists, while, in other states such as California, the majority of elementary schools do not employ a physical education specialist. When elementary schools do not employ physical education specialists, classroom teachers have the primary responsibility for physical education instruction. Schools without physical education specialists present an additional challenge for university PETE programs; not only must they prepare PETE majors to become elementary school physical education specialists, they also have the critical responsibility of preparing future K-6 classroom teachers to provide quality physical education instruction. Furthermore, when local elementary schools do not employ physical education specialists, it can be difficult, if not impossible, to provide high quality elementary school physical education field experiences for pre-service teachers. One approach university PETE programs may use to insure high quality elementary school physical education field experiences is to develop partnerships with elementary schools where there is sufficient support for physical education, as well as openness to university leadership. The university PETE faculty, working together with district leaders, elementary school administration, and school faculty, may create a reciprocal partnership through which pre-service teachers conduct on-site physical education instruction and physical activity and fitness assessment with elementary school students. This article describes the framework of a model for establishing such a partnership consisting of the following: (1) purpose; (2) need; (3) description; (4) development; (5) implementation; and (6) benefits.