After teaching and conducting research in each other's worlds for a year, a high school English teacher and a university teacher educator could never be the same. With their colleagues, they developed a model yearlong teacher education program founded on three key principles: equality of school and university participants; teacher research; and respect for multiple, interrelated communities of learners. Because teachers' voices have been marginalized in most efforts to restructure teacher education, the voices here are in the powerful first-person voice of the school-based mentor teacher seeking an equitable, research-driven, and collaborative relationship with university colleagues. Also included are logistics and theoretical basis for the job exchange, research design and stance, and a description of the yearlong teacher education program. (Contains 30 references and a figure illustrating the multiple interrelated communities of learners with the high school classroom at the center.) (Author/RS)