Teacher candidates in one Professional Development School did make a difference in children's academic growth. This paper describes a mixed-methods study that investigated student achievement of elementary children after receiving interventions from teacher candidates and identified the perceived benefits and challenges of a new Professional Development School Partnership. Each teacher candidate was responsible for designing a Three-Student Project (3SP) (Tidwell, 2009) to support children in grades K-3. Candidates assisted mentor teachers with assessing students and identifying three children in need of academic or behavioral support. Based on the needs of the children, the teacher candidates designed and implemented interventions, and monitored 3SP students' progress. Quantitative data demonstrated academic gains for all of the children who received interventions. Perceptions of the benefits and challenges of the partnership, including the 3SP, were collected qualitatively through individual interviews of the building principal, mentor teachers, and teacher candidates.