Growing interest in the potential of education research-practice partnerships (RPPs) as a promising strategy for increasing the relevance and use of research has led the field to create an expanding body of literature documenting both the promise and the potential perils of RPPs. Insightful frameworks abound, outlining the structural and organizational considerations for forming and maintaining a successful RPP. Yet, less is known about how political realities within practice side organizations influence these partnerships. Drawing on Farrell et al.s' framework describing RPPs as learning at the boundaries, I examine several examples of political challenges confronted by RPPs involving school districts and the degree to which school district leaders' actions were able to mitigate the political challenges. Power imbalance exacerbated by funder priorities, the ripple effect of leadership change, and school board member priorities will be explored, along with discussions of implications.