Research-practice partnerships (RPPs) are emerging as a promising approach for educational change by closing the gap between educational research and practice. However, these partnerships face several challenges, such as addressing cultural differences as well as relationship-building in a historically unbalanced relationship between researchers and practitioners. Scholars have argued that these cultural differences, also called boundaries, have learning potential if approached constructively, but that we need to know more about what characterizes them in an educational context. The aim of this study is to contribute to our understanding of frameworks for RPPs. By analysing 45 hours of video recordings from meetings in an RPP between four researchers and 300 practitioners, the study offers a characterization of seven different boundaries organized into three different boundary themes: (a) prerequisites for collaboration, (b) collaborative practices, and (c) collaborative content. Moreover, the different boundaries affect the positioning of different actors in the RPP. For example, depending on the boundary expressed, teachers are positioned as either flawed implementers or co-inquirers. We argue that the boundaries and different participant positions within the RPPs they reinforce may affect their learning potentials.