In this article, we describe a school-university relationship that aims to sustain dialogue between educators who are positioned differently in relation to preservice teacher growth. We distinguish an intentional partnership model from other approaches to school-university collaboration, providing a rationale for our focus on dialogue and identity development. Using our experience, we examine discourse patterns at meetings and participant feedback to explore ways in which teacher identities are rehearsed and how identity positions are taken in relation to such issues as district-mandated curricula and state testing systems. (Contains 3 tables and 4 notes.)