Universities and schools are struggling with the critical issues surrounding teacher quality, student learning, and the gap between research and practice. This study employed a collective case-study design to explore the impact of leadership teams and school-university partnerships on teacher leadership, professional development, and overall participant dispositions of three grant-funded projects connected by their approach to implementing school reform. Analysis of interviews, focus groups, observations, and project documents yielded three primary themes: transformation of teacher roles, improved meaningful professional development, and increased collective efficacy. Discussion of the findings addresses implications regarding teacher leadership, professional development, and school-university partnerships, especially as they impact teaching and learning. (Contains 1 table.)