In this article we describe a university-school district partnership offering an on-campus transition experience for students with intellectual disabilities that includes collaborative experiences with pre-service special education teacher candidates. A description of the specific components and outcomes of the program is presented along with a discussion of some of the challenges school district and university personnel have faced. The article concludes with recommendations for professionals preparing to undertake similar initiatives. The program is presented as an example of how large, metropolitan school districts and university teacher education programs can collaborate to provide an effective transition program for students with intellectual disabilities together with meaningful experiences for preservice teachers.