Many articles in this issue consider how school-community partnerships are sustained over time. We ask a related but distinct question: What models of school-community partnerships sustain a teacher as they engage with different partners over their teaching career? For partnerships to feel meaningful to students, they must address issues with immediate relevance to their lives. Developing new partnerships that speak to students' concerns requires time and effort on the part of the teacher. So, how can this ongoing work be structured to feel manageable? In this paper, we describe a model for community-based partnerships that one science developed over a decade. We describe the focal teacher, Mr. Senn, and his teaching context, outline the project model, and provide one example of its implementation, "Mapping Green Assets." Then, we draw from interviews with Mr. Senn, his students, and a community partner to explain what makes the project model successful. Finally, we share insight about making the project model sustainable for both teachers and community partners over time and discuss how teachers might apply Mr. Senn's project model in their own instruction.