The article discusses the role and importance of the steering committee in professional development schools in advancing the partnership between the teacher education college and schools. Content analysis of the minutes of steering committee meetings held over a period of 10 years was carried out. The findings reveal the potential of the steering committee as a framework for building a relationship of trust among the partners and promoting discourse about different needs. The findings indicate changes that took place in the content discussed--from focusing on procedures to focusing on the needs of the partners and from ad hoc problem solving to a long-term design and from passivity to activity of the schools' representatives. Over the years, the steering committee became very significant in leading the policy in the professional development schools.