This paper reports on a longitudinal place-based study by two Australian teacher educators investigating their three-year science-based school-university partnership. The study examined key benefits, challenges, and tensions within the partnership. Data collection was drawn from focus group interviews with in-service teachers across each partnership year. While findings portray the partnership as a catalyst for increased science learning opportunities for school students, teaching opportunities for pre-service teachers, and new in-service teacher roles and responsibilities, the study highlights the evolving nature of partnership development, including the need for continuous negotiation of labor division and stakeholder expectations.