This paper describes the different elements of a Professional Development School (PDS) partnership between a Community College in New York City and a public elementary school in a low-income neighborhood that serves predominantly children of color and low-income families. A major component of the partnership was a school-wide comprehensive professional development (PD) program centered on progressive pedagogy. We situate this case study in a discussion of the NAPDS (2008) 9 Essentials. We offer insights for other community colleges looking to embark on PDS partnerships.