Dance programs in higher education have become progressively interested in establishing community-campus partnerships as a means of minimizing the research to practice gap, leveraging resources, and supporting community progress. Limited research has been published on the best practices and types of relationships that exist between leaders who have co-created effective and sustainable asset-based community-campus partnerships in dance programs. The aim of this study was to identify what practices facilitate the development of partnerships of this nature and examine how the relationships between leaders correspond with those practices. The research study design used a qualitative and exploratory approach. Qualitative research methods such as in-depth interviews, document analysis, and surveys were used to describe the practices and interactions of research participants involved in three different community-campus partnerships. The synthesized findings indicate three common themes frame their practices and support the sustainability of their relationships: an informal structure, a democratic nature, and a central focus on student-learners. Distinctive from prior studies, the findings highlighted the importance of considering faculty/community pairings and transactional partnerships as valid entry points to more complex organizational integration and mutually transformative relationships. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]