This paper will provide an analysis of the creation and implementation of a research to practice partnership that put practitioners at the center of the research design and implementation to understand whether and how participation in the creation of this study???from university researchers, school administrators, and high school teachers???affects the degree to which teachers embrace, critique, and sustain the instructional reforms that we seek to generate. This paper builds on and contributes to this research by providing a close examination of the ways that practitioners view and react to the implementation of a research to practice partnership in their school.