This article highlights how an existing university-school partnership between a university and a kindergarten center was restructured in an attempt to bring academic and practitioner knowledge together in a more synergistic way in support of preservice teacher learning. In an effort to more closely connect a campus-based course that had a small field component with a newer, richer, more time-intensive field experience in a preservice teacher education program, a different epistemological model was envisioned with three major changes to enhance and strengthen the overall partnership: (1) the number of preservice teacher candidates doubled, as did their amount of classroom observation/ teaching time; (2) school-based teacher experts were utilized to share their specific areas of knowledge with preservice teacher candidates; and (3) the university professor/partnership liaison provided intensive staff development workshops on topics selected by the classroom teachers themselves to make certain they were viewed as meaningful, interesting, and highly relevant to their daily classroom work. This article explains how this restructured partnership was envisioned and brought to fruition by detailing the goals behind the community partnership, the strengths of the program from both sides of the partnership, the obstacles that were overcome, and testimonials directly from the classroom teachers and the university's teacher candidates.