The Technology Institute, a school/university partnership between a liberal arts college and five urban public schools districts, is described. The partnership provides inservice teacher development opportunities for secondary teachers in urban schools. Factors that have influenced the evolution of the program over 8 years are highlighted. College faculty and school practitioners learned that transforming the institute from a traditional university/school partnership to a more collaborative model required that they (a) provide support collaboratively, (b) nurture flexibility, (c) demonstrate results, and (d) seek multiple sources of support.
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