Dating back to 1990, the PDS relationship between the University of South Carolina and Dreher High School in Columbia, South Carolina, has had a persistent dedication to a partnership that not only benefits pre-service teacher candidates but also empowers early career teachers to actively engage in their school. This article describes how this long-standing PDS partnership has created a framework for preparing teacher candidates to work with diverse populations of students, improving ideas of self-efficacy among early career teachers, and professional development driven by teacher-identified needs all for the central purpose of enhancing student achievement.