Research practice partnerships (RPPs) that include parents and teachers as cocreators of educational programs provide opportunities to build equitable partnerships yet require university partners to intentionally develop spaces for coconstruction and synergistic interactions. RPPs built within a third space can foster engagement of all partners in the coconstruction of knowledge and practices while assuming roles and navigating partnership work through informal and formal communication. We define a third space as a hybrid, intangible space where inter- and intracultural pedagogies are constructed and shared identity is created from historical and cultural contexts of all partners. This study explored how university partners centered teacher and parent voices in the codesign and piloting phase of a culturally relevant preschool robotics program and facilitated codevelopment within a third space. Through in-depth qualitative coding, we analyzed 6 months of early partnership exchanges to identify how we, as university partners, facilitated discourse and what roles parents and teachers assumed within our third space. Results found that university partners frequently invited participation among partners and used revoicing strategies, and parents and teachers adopted roles as educators and advisors to the program design and implementation. Implications for RPPs include considering how both facilitator-discourse moves and collaborative spaces in which parents and teachers are central to partnership conversations and decisions contribute to successful outcomes.