This article discusses a collaborative project to improve freshman transition into a high school and to increase connectedness among high school students. What started out for the authors, a high school guidance counselor and a counselor educator, as two independent projects on similar topics, evolved in a scholarly partnership that seeks to link theory with practice in direct, relevant, and meaningful ways. Through their scholarly partnership, the authors: (1) examine the evolution of the program to include a process orientation that emphasizes relationship development; (2) review the literature regarding the components of school connectedness and describe the specific combination of strategies employed by the school to meet them; and (3) discuss the implications for theory, research, and future program development.