We investigated how and to what extent a school-university partnership might influence the teachers and the teaching in one school, Parkland. We interviewed 23 novice and veteran teachers, the principals, and the university liaison. The data suggest that the university structures (i.e., the practicum, the student teaching internship, the Senior Year On-Site Program, and the Teaching Fellowship Program) combined with the setting of Parkland (the strong principal, positive climate, and teachers) to provide a framework for renewal. Two engines--mentorship and classroom research--drove the school's renewal by extending professional relationships. Data suggest that a synergy exists between the structure of the program and the setting--a synergy created by the immediate assistance available to all participants, the exchange of curricular ideas, and the professional nudging that occurred among colleagues. We conclude that the principal and the knowledgeable mentor strengthened the school renewal, which resulted in a stronger professional learning community with inquiry at its center. (Contains 2 figures and 1 note.)