Two educators exchanged jobs as high school English teacher and teacher educator for one full year. The goal of their research project was to develop a disseminable, synergistic model for school/university research and teacher education collaboration. The educators functioned fully in one another's jobs. Preliminary results indicated both problems and strengths. Problems included lack of time for sharing each other's work; the tendency for the teacher educator to be applauded for her move to the classroom, while the high school teacher's colleagues believed she was "getting a year off"; and the teacher's perception that her input at the college level was "abrasive" to some university colleagues. Strengths included a real sense of respect and camaraderie between the two educators; extremely supportive educational environments outside funding for transcription of field notes; service of a graduate assistant; and the opportunity for the classroom teacher to take on full research responsibilities. Research insights to date include: (1) specific students in a particular classroom are the core of the curriculum; (2) teachers must strive first to build community, then to facilitate learning of skills, concepts, and content; and (3) students should have time, choice, and response to their reading, writing, language, and speaking experiences. Teacher educators need to help beginning teachers understand discipline with dignity, crises of adolescents, cultural diversity, and overcoming the perception of guilt and failure. (Contains 9 references and a 13-item list of sample reports of job exchanges and relevant school/university relationships.) (RS)