This essay focuses on two longitudinal school-college/university partnerships I have initiated and directed. The fi rst one was at Queens College of the City University of New York (CUNY), and operated for 18 years under the title of Project SCOPE I (1980-1998). The project targeted the school’s curriculum and the college’s preservice and inservice teacher education programs, and then integrated them to effect change and improvement in K-18 education. The belief that fundamental change in education occurs through a holistic-organic approach to partnerships was an integral part of Project SCOPE’s conceptual framework and theory. Aspects of that partnership were institutionalized and still exist today at Queens College.