In an effort to meet the new challenges for improving teacher education and student learning in P-12 schools in New York, and to develop a shared vision among partners of a National Council for Accreditation in Teacher Education (NCATE) conceptual framework, the faculty and staff of a school of education in New York conducted a school-college action research project to determine what is important to its partners in the preparation of quality teachers for the future. Data were collected from 123 partners who were invited to participate in the development of the conceptual framework. Over 4 months, six 2-hour focus groups were conducted, and participants completed questionnaires. Findings show that the Colleges internal and external partners share a vision of a teacher who is professionally confident, can write and speak English fluently, is compassionate, and is one who possesses in-depth knowledge of content and pedagogy. An updated version of the conceptual framework has been submitted to the NCATE as a step toward the development of a vision of a quality teacher. An appendix contains three illustrative figures. (Contains 14 references.) (Author/SLD)