This paper seeks to expand our understanding of how educators, and in particular school librarians, acquire and use professional-practice knowledge. This exploratory study, grounded in "lived practice" (Spillane, Hunt, and Healey, 2009) uses reflective analysis to amplify competencies and skill development in pre-service school library education. The project positions graduate students and fifth-grade students as teachers and learners, and challenges pre-service school librarians to learn to teach by reflecting upon professional practice during their field experience. In this case study pre-service school librarians reflect-in-action, reflect-on-action (D. Schon, 1987), and reflect-after-action (retrospective reflection) via the use of field notes, student work, interviews with Pre-K-12 students, and the development and implementation of formative and summative assessments as the pre-service school librarians worked together with fifth-graders on the design, development, and implementation of a technology-enhanced curriculum project. This study addresses the need, identified by scholars in this and related fields (Melser, 2004; Ravid and Handler, 2001), "to provide more information about the dynamics of collaboration" between university and school partnerships (Ravid and Handler, 2001, xi). (Contains 1 table, 1 figure and 1 footnote.)