Regardless of the type of arts activity, the importance of the arts in afterschool programs cannot be overestimated. As the arts are increasingly marginalized in public school systems, afterschool arts education can be an alternative way to integrate the arts into children's academic experiences or build on their in-school arts experiences (Briggs & McHenry, 2013; Charmaraman & Hall, 2011; Eckhoff, Hallenbeck, & Spearman, 2011; Stiegelbauer, 2008). However, logistical and resource constraints challenge afterschool programs looking to provide and maintain quality arts education (Montgomery et al., 2013). One solution to the challenge afterschool programs face in providing high-quality arts education is to partner with a university. In the model featured in this article, a university teacher education arts course brings its students into elementary afterschool programs at local Title I schools. These students participate in arts-oriented field experiences that both enhance their own education and provide quality arts activities in the afterschool programs. This ongoing university-afterschool partnership, now in its fifth year, is presented as a model partnership for enhancing arts education after school, one that presents unique opportunities and challenges and that suggests best practices in such partnerships.