This paper examines the results of a methodology used with teachers for an inservice continuing education program aimed at strengthening school-family connections. The question guiding this research was, "Did the adoption of a constructive-collaborative model involving a university-school partnership and based on strengthening school-family relations promote the professional education of teachers, and if so, how?" An investigative and formative model was adopted based on practical rationality. Termed "constructive-collaborative," it was chosen to promote and analyze interactions established between the university and school communities. Teaching conditions, school organization and functioning characteristics, and school practices were taken into consideration. It was assumed that teachers construct a knowledge base in the course of their professional development. In analyzed situations, we observed broad parental support for initiatives carried out by the school, as evidenced by large-scale participation in program activities. This response, in turn, generated great enthusiasm among the teachers, resulting in the continuation, improvement, and expansion of successful practices and programs. However, frequent changes in some local educational policies, implementation of new objectives in the schools, as well as the school district policy by which teachers are annually relocated (at present) were some of the observed difficulties in solidifying school-family connections.