A Professional Development School (PDS) serves as a quality-teaching model. It is a vehicle that generates professional understanding through conversations among university professors, teachers, and teacher candidates. The author illustrates a pilot PDS program that exemplifies the many benefits of transforming the teaching model into a successful collaboration and the lessons learned by PDS participants. The partnership explores classroom culture, collaboration agendas, and quality efforts for building a conceptual framework for mathematics and science teaching and learning with fifth graders. (Contains 1 table and 1 figure.)