The importance of content-focused professional development for high school teachers has been widely recognized by educators and legislators. Professionals in education at all levels have long argued for more contacts between secondary and post-secondary instructors as one important way to improve subject matter mastery. In response to this call, professional development activities that emphasize collaboration between high school teachers and university faculty have increased significantly in recent years. Collaboration between high school teacher and university instructor is not only essential for the successful teaching of history, but is also indispensable to keep the curriculum current. One opportunity to strengthen academic links between secondary and post-secondary instructors emerged in 2009. The College of Social and Behavioral Sciences made available resources for the creation of a pilot program intended to foster collaboration between the History Department at California State University, Northridge (CSUN) and high school teachers in the San Fernando Valley area. The major component of this effort included the organization of professional development workshops for teachers. This essay reports on the results of the pilot project, with the hope that it will facilitate the job of others contemplating the creation of similar programs. After addressing the main aspects surrounding the program's organization, the last section of the report focuses on some adjustments made during the second year. As a result of ongoing funding from the College of Social and Behavioral Sciences and the positive response from teachers and faculty, the pilot has become a continuing program in the College and entered into its third semester in 2010. (Contains 18 notes.)