Professional development schools (PDSs) consist of collaborations across institutions whose missions, organizational structures, and cultures are distinct and which, in some ways, may conflict (Sandholtz & Finan, 1998). Due to differing emphases across contexts, PDS partners may encounter hidden barriers and mismatched perspectives (Stevens, 1999). One means to improve educational partnerships is to facilitate the mutual understanding of participants and to bridge differences. A "boundary spanner," who is an individual who bridges discourses, provides cultural guidance, and acts as change agent, can serve as a tool to accomplish this (Buxton, Carlone, & Carlone, 2005). Stevens described the PDS boundary spanner as one who commutes, both literally and figuratively, across public school and university boundaries. The purpose of this qualitative inquiry was to explore the perceptions and experiences of boundary spanners who have been involved in PDS initiatives from both the public school and university perspectives. In this study, the following questions were addressed: (a) What are the experiences of PDS participants who have crossed institutional boundaries? and (b) What are PDS participants' perceptions of the PDS movement, in general, and, specifically, its current PDS initiatives? Findings revealed that three primary themes were evident in the work of these participants: (a) their strengths in understanding the other, (b) their attempts to juxtapose support, space for dialogue, and recognition of power relationships, and (c) their ability to draw on prior knowledge to inform their new context.