New ways of working in teacher education are currently being highlighted, especially in relation to partnerships. One type of partnership that is under utilised is that with cultural organisations. This paper reports on two projects where the authors work with preservice teachers in partnership with a wildlife sanctuary and a national gallery. Common project elements included research into the value for pre-service teachers in professional engagement of their own teaching and insight into ongoing professional development. The data showed that ownership, empowerment, and meaning can be experienced by stakeholders. The research not only challenges new ways of working with partnerships in teacher education, that extend past traditional notions of professional experience requirements, but contributes to the development of a holistic view of learning and teaching. When positioned within a subject this archetype offers unique opportunities to collaborate over time and across sites--cultural organisation, university and eventually, primary schools.