In this essay, we explain the development, implementation, and preliminary findings of an innovative writing program that drew upon a peer collaborative model and a community literacy perspective. Developed as an after school program, this project represented a community-university partnership designed to provide an enjoyable forum for teaching and learning writing techniques and principles outside of the constraints of state curricular guidelines. Preliminary case study data suggest important benefits of this partnership for young children, parents, and the surrounding community. (Contains 6 figures.)