To understand the nature of student-faculty partnerships we began to explore the literature on students and educators as pedagogical partners. What emerged was a strong alignment between our transformational partnership as co-teachers in higher education and how our co-teaching practice has evolved to influence our relationships with students. Reflecting on our co-teaching practice has created a space for us to cross the threshold and embrace 'radical collegiality'; not only through engaging as full faculty partners but transforming our thinking about the nature of partnership with students. Students became active partners in pedagogical planning surrounding a teaching philosophy assignment which revealed students' understanding of the significance of authentic partnership. Understanding the education process as a partnership between students and educators compels us to continue fostering a brave space for both students and ourselves to risk and engage in courageous change, growth, and learning.