Forming technology partnerships between universities and public schools in an era of competition and economic difficulty is a challenge. However, when these partnerships are formed and sustained, the benefits for both are extremely valuable. For a university instructional technology graduate program and school partnership to be successful, the partnership must be based on mutual needs and value. This article examines how the needs of university instructional technology graduate programs and local public schools may be jointly addressed by two different partnership models--one based on a curricular event framework, and the other through an iterative service-learning model.