This paper aims to documenting self-study processes and findings of a collaborative research group that examined a professional development school (PDS) partnership. This study revealed the complexity of the PDS relationship and the tensions and dilemmas associated with it. It revealed that experiential disparity existed within and among faculty and students in various PDS sites as a result of poor communication as well as divergent models of collaboration and philosophical goals between faculty and mentor teachers. Disparity in the learning experiences among the preservice teachers was attributed to the quality and scope of the partnership. This study helped the participants realize that they were engaged in an innovation and like all innovations, people struggle together naturally until a true solution to the problems is found.