This paper analyzes the collaborative efforts of one school of Education and leaders from three of its local school districts to design a shared clinically-based teacher education experience. Intentionally foregoing any initial planning, leaders from each sphere spent a year meeting monthly to design each aspect of the program through shared decision-making. Using a sociocultural approach together with Cultural-Historical Activity theory, I share an initial analysis describing features of how the group worked to define effective teaching, set goals, design a program, create assessment tools and, ultimately, enact their desire to create a mutually beneficial program, one that would strengthen both K-12 and university learning goals through input, influence, and action from each other.