An exploratory case study was conducted to understand if leveraging school-university partnerships to improve school-wide professional development by using teacher input resulted in teachers implementing evidence-based practices in their inclusive classrooms. We sought to understand the extent to which a school-wide PD grounded in research and tailored to meet the needs of teachers could be designed and implemented with fidelity to teacher education researcher recommendations given the realities of school-university partnerships. Twenty-one teachers participated in the school-wide professional development series. A two-phase data collection and analysis approach included first qualitative and then quantitative data collection periods during the ten-month study. Results suggest that despite challenges associated with the realities of school contexts, a coherent link between participant needs and professional development content presented in a way that included hands-on application to demonstrate the feasibility of implementation resulted in teachers who were confident to use the evidence-based practices in their inclusive classrooms.