An expert panel including representatives from schools/districts, teacher education, and professional education associations was convened by the National Council for the Accreditation of Teacher Education (NCATE) to make recommendations regarding clinical preparation in teacher education. This article presents an analysis of how the ten design principles that frame the panel's report compare to the Nine Essentials required for a high quality professional development school developed by the National Association for Professional Development Schools (NAPDS). While panel recommendations focus on teacher education as a whole and the NAPDS Essentials focus on the definition of PDSs, both offer guidance related to meaningful, effective school-university partnerships focused on improving teacher education and P-12 student learning. Four categories encompassing key aspects of both reports are discussed here: deliberate planned partnerships, comprehensive clinical preparation, high standards for all, and data-driven practice. The authors conclude by noting the need for supportive policies (i.e., institutional, district, state, association) and the potential role of NAPDS members as a resource for accredited institutions, districts, state agencies, and other stakeholders. (Contains 1 table.) ["NCATE's Blue Ribbon Panel Report and NAPDS: Working Together" was written with Deborah B. Eldridge.]