The purpose of this study was to describe a collaborative partnership model known as the Global Educational Ecosystem, which involves three K-12 schools in Northern California, community organizations (representing science, technology, health, and arts), and Xilinx, Inc. from the perspectives of the leaders of the involved partner organizations in terms of partnership facilitators, drivers, and the overall impact that this partnership model had on the participating organizations. The following research questions guided the study: (a) What are the school, community, and corporate partners' perceptions of the drivers that affect the Global Educational Ecosystem partnership? (b) To what degree, if at all, do school, community, and corporate partners perceive that the facilitators of school partnerships are present in the Global Educational Ecosystem partnership? (c) What are the school, community, and corporate partners' perceptions of the overall impact of the of the Global Educational Ecosystem partnership on the partnership organizations? A qualitative, descriptive, single case study design was utilized and data was triangulated from three sources: interviews with participant-leaders from the Global Educational Ecosystem, field notes of observations, and document analysis. This study identified primary and secondary drivers for each organization's participation in this partnership and revealed thirteen facilitators or factors, aligned with four partnership phases that contributed to the success of the Global Educational Ecosystem partnership. Furthermore, all Global Educational Ecosystem partners perceived the impact of the partnership to be very positive and identified partner organization benefits including: capturing additional funds, resources, and in-kind benefits; motivating students and staff; improving delivery of services to students; delivering on mission and vision statements; and developing local and global communities. The study concluded that the locus of control for partnership facilitators was within the realm of partner organizations and that attention must be given to the four phases of the partnership to ensure that proper facilitators are in place to support each phase if partnerships between schools, community organizations and business are to be successful. Finally, practical recommendations for practitioners in schools, community organizations, and business were suggested. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]