The paper includes the results of a descriptive case-study in which a university-based Hungarian practice school is compared to the model of Professional Development School. Data sources include school teachers (N=102), university educators of subject methodology (N=20) and pre-service teachers doing their group practice at the university's practice school (N=22). The data were collected via a set of questionnaires and analyzed with descriptive and mathematical statistics. The open-ended questions were content analyzed with an open coding process of the answers. The results proved that teachers and university educators in complementary university-school partnership are very far from the core concept of Professional Development School. Cooperation of teachers and university teachers does not take privilege in any parties' beliefs. The main goal of the school practice is to improve candidates' individual skills, but those of enhancing collaboration are not developed adequately. Furthermore, the lack of cooperation is a relevant issue among school teachers concerning their beliefs related to the teaching-learning process.