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While the foundation and principles of Professional Development School (PDS) partnerships have been present for decades, the relationships, connections, and results derived from these partnerships are ever evolving. This paper examines one University-PDS partnership that was developed as an alternative to the traditional teacher preparation model. The merged spaces of this University-PDS collaboration empower teacher candidates to develop skills in teacher leadership, advancing access and equity and responsiveness to critical needs, along with foundational competence in collaboration, innovation, and reflective practice. The voices of the teacher candidates and PDS personnel echo the sentiment that the seeds they have planted, and continue to cultivate, will allow the stakeholders of the partnership to capitalize on the skills and talents of all involved and reflect on what was, is, and, most importantly, what could be. [ABSTRACT FROM AUTHOR]