Community-Based Research (CBR) has been recognized as a significant reform agent within graduate education. This article explores the decisions involved in implementing a CBR model into graduate education programs. It uses the doctoral program in educational leadership at the University of Hartford as an example of how CBR can be employed to support the development of leadership, collaborative, and research competencies for graduate students, particularly in the area of school practice. The article concludes by highlighting particular decision points and recommendations for graduate faculty and community members to consider for assuring equitable partnerships in CBR.