''Why do partnerships sometimes fall short of expectations?'' The answer to this question is different in each instance. In some cases, intrinsic factors in schools work against innovations in science teaching and learning. In others, elements of the partnership itself prove to be inadequate for the challenges that arise during implementation. Based on this author's experiences, partnerships that do not meet expectations may have experienced one or more of the following pitfalls: (1) The partnership is one-sided; (2) Science education is not given equal priority by all partners; (3) Partnership activities are viewed as an add-on in schools; (4) Minimum physical resources for science instruction are not in place; (5) Professional development does not match the needs of teachers; (6) Mismatch between professional practices of scientists and K-12 teachers; (7) No time to develop a culture of professional learning and improvement in schools; and (8) Partnership is not sustained long enough to achieve results. Being aware of some of these pitfalls is the first step in building productive partnerships. The author presents several approaches that may be useful in preventing these "pitfalls to partnership."