This paper explores ways in which Teacher Education can be implemented in higher education through a consideration of "site-based" teacher education and its role in strengthening the practice-theory notion of teacher education (Strategic Education Research Program, National Research Council 1999). Many innovative educational approaches are required in higher education, and foundations for developing effective preservice teacher education have been well-informed. The question of how to optimise learning in preservice teacher education is of vital importance and is the subject of this paper. In response to the need and desire to provide the richest learning experience possible for preservice teachers at Victoria University, the potential for a site based teaching model in teacher education is examined. While educational partnerships have been implemented by most teacher education institutions, you can imagine then the opportunities that present themselves when preservice teachers and staff are located in schools to not only take part in classroom practice, but engage with their university classes alongside school students and teachers. This paper explores features of a "site-based" generative model; it is a complex model that examines the connections between those "common" learning experiences in preservice teacher education that move students toward professional practice. The model considers the key educational and professional features and expectations that prevail in teacher education, and which contribute to teacher identity. Such features include: intellectual challenges, skills development, academic rigour, reflective practice, a sense of place, authenticity and successful performance. Central to this examination is the question of how to optimise learning in higher education where partnerships feature as an innovative platform for teaching and learning. This paper provides details of a preservice teacher program and explores the major issues, values and implementation during the unique partnership between the secondary school and the university. Such features include, student centred learning and intellectual challenges, skill development, academic rigour, reflective practice, a sense of place, authenticity and successful performance. Of vital importance in teacher education is, how, when and where such learning takes place. What are the features of the classroom, unit, staff and curriculum that shape practice? What are the expectations and assumptions about the role of learners? The implications for contemporary teaching and learning in higher education deserve detailed evaluation. The review of this partnership is underpinned by reflections and emerging common themes. Focussing on reflective stories provides a systematic platform for researching and subsequently understanding. (Carr & Kemmis 1986). The voices of the participants assist in providing a clear insight into the journey taken to enhance experiences and learning for all. (Contains 1 tables and 2 footnotes.)