The purpose of this study was to examine the effects of collaborative efforts between a large metropolitan school district and the school of education at an area urban university. A reading clinic, in which university students conducted small guided reading group lessons with elementary students reading below grade level, was established through this partnership. Analysis of qualitative and quantitative data revealed the positive outcomes were twofold. Elementary students participating in the reading clinic achieved progress on two different reading assessments, and university students benefited from the training provided by the district literacy specialists, guidance by the university professors, and the real-world application of best practices in guided reading instruction.