What happens when a district teacher assumes the role of university student? What happens when two instructors from two different institutions are at the helm of a single graduate-level university course? The duality of these situations is recognized in the notion of what the authors termed "instructional synergy", drawing upon synergy as both "the interaction of two or more agents or forces so that their combined effect was greater than the sum of their individual effects" and as "cooperative interaction among groups, especially among the acquired subsidiaries or merged parts of a corporation, that creates an enhanced combined effect". This article, which describes one model of a district/university partnership offering an induction program to new teachers while striving for instructional synergy, will consider how the two "identities" of the teacher as a student, the two "instructors", as well as the two "institutions", could bring to bear the combined efforts of a school district and university in order to ease a new teacher's transition into the classroom and help provide these teachers with a solid platform from which to launch successful careers as educators. (Contains 1 figure and 3 notes.)