This article describes findings from a faculty-in-residence program at a Southern middle school in the United States. The goal of the school-university partnership was to increase digital media and learning (DML) integration in classrooms and provide the university with contextualized experiences to strengthen its teacher education programs. Mixed-method research is used to describe the process and understand teachers' perceptions of the experience. Eleven of 20 participating teachers developed an ongoing relationship with the faculty resident, finding the partnership valuable toward increasing technology use with their students and believing it led to enacting new DML pedagogical approaches and integrating new digital tools. Results also demonstrate significantly larger positive impacts on senior teachers than on junior teachers toward changing perceptions regarding the usefulness of digital media to assist them in efficiently delivering instruction. This study informs teacher educators and suggests similar partnerships may benefit partnering schools.