A study was done to examine the expectations and aspirations of teachers participating in a school-university collaborative effort, called a Professional Development School (PDS). A PDS is a working relationship between school and university personnel to merge the worlds of theory and practice in which both parties achieve parity in governance and resource allocation, use negotiation as the chief problem-solving process, and promote communication between and among all levels of the partnership. The study sought teachers' perceptions of the collaborative process. Twelve faculty members of an elementary school, in its first operational year as a PDS, participated in interviews and classroom observations. Results revealed that: (1) an event beyond the teachers' control was usually responsible for their initial exploration of PDS; (2) the information that teachers remembered receiving about their role within a PDS was limited and had little effect on their decision to join; (3) teachers made their decision to become a part of the PDS based on their expectation of greater control over their environment; (4) teachers hoped the formation of the PDS would provide opportunities for them to assert greater control over their personal and professional growth; (5) the teachers' desire for control over their environment increased through their participation in PDS. Contains 14 references. (JB)