This article discusses a collaborative effort to implement curriculum compacting activities with elementary students in conjunction with developing teacher candidates' abilities to teach mathematics. This endeavor included a partnership between a university and a local elementary school. All stakeholders benefited from this project: The elementary students received differentiated instruction; the teacher candidates learned from teaching high performing students, which is not the norm of their field placements; and the school-university partnership was strengthened. This article describes the development of the partnership, the benefit of the experience for teacher candidates, and the impact on student learning.