Much effective teacher education literature supports engaging pre-service teacher candidates (PST’s) in a process of learning about teaching by preparing for and rehearsing the practice with guided instruction, implementing the practice with students in a classroom, and analyzing the experience to better understand ways to improve and become more effective moving forward (McDonald, Kazemi, & Schneider Kavanagh, 2013). To achieve this, there is a need for continuing collaboration with a partner school to provide candidates with mentoring and supervision. This article presents information about the successful implementation of the first two years of a re-designed field-based residency model aimed at increasing positive student outcomes for Hispanic and other historically marginalized students in teacher education. Reflective data from faculty, teacher candidates, and school administrators provide insight into ways partnerships can be reciprocal for both candidates and mentor teachers. Data also reveal gaps in our initial planning and the need for greater understanding of the complexities of building relationships. Information includes lessons learned and insights that have informed plans for change moving forward as we have gained deeper understanding of partnering with elementary schools, as well as ways to structure teaching and professional preparation to best support PST candidates.