Generalizing about school district-teacher education program relationships across the long history and broad landscape of teacher preparation in America can prove challenging. However, if partnerships imply stable, long-term, mutually beneficial arrangements characterized by shared decision-making and resources, even a relatively cursory scan suggests that until about the past two decades few such relationships between schools and universities existed. Prior to the initiation of what evolved into the nationally recognized Professional Development School Model (PDS) for school district-university partnerships, the relationships between the College of Education at Kansas State University (KSU) and local school districts were fraught with the many shortcomings evident in the clinical aspects of teacher preparation across the nation. Yet, the KSU Professional Development School partnerships evolved to ensure that all relevant players realized enduring and important professional gains. This article details many of these partner benefits.