In an era of standardized exams to support No Child Left Behind, the influence a teacher candidate has on a P-12 classroom can greatly impact the academic achievement of students. The National Council for Accreditation of Teacher Educators (NCATE) Blue Ribbon Panel Report (2010) suggested that teacher preparation programs and school districts need to view the preparation of teachers as the responsibility of both institutions. Current research in teacher education points to the co-teaching model in elementary classrooms developed by St. Cloud State University (MN) as one example of systemic change. St. Cloud authors Bacharach, Heck, and Dahlberg (2010) state that co-teaching "has the potential to unequivocally change the face of teacher preparation and student teaching as we know it today" (p. 13). This article shares the findings of a unique three-year partnership between two high schools and a university teacher education program, using the co-teaching model as defined by St. Cloud State University, and combined with professional development workshops for all participants.