Concurrent enrollment access is expanding across the country, policies and practices are evolving, and data-driven studies examining every measurable element are being undertaken, yet the role of the relationships among concurrent enrollment partners and participants is too often just mentioned in passing. This case study of a concurrent enrollment program in Spanish, comprising observations and lessons learned, is timely because world language programs are particularly active and expanding. This study provides a qualitative examination of the benefits that result from multidirectional collaboration among students, high school teachers, and professors. It examines the ways in which the building of relationships between and among participants in this program contributes to efforts to support and encourage students of diverse backgrounds, enhances creative professional development for both high school teachers and university professors, as well as heightens a sense of connection and accountability between local high schools and an urban university. Finally, this study provides guidance to departments that are launching or expanding concurrent enrollment programs.