This study evaluated the experiences of faculty-practitioners, graduate students, and a community partner within the context of a professional development (i.e., career education) course at a large, research-intensive institution. Over the course of a 16-week academic semester graduate information technology students worked in collaborative project teams to develop information technology-related resources for a 501(c)(3) not-for-profit organization located in Cincinnati, Ohio. Students worked in three separate teams charged with aiding the not-for-profit organization with: (1) website development/enhancement; (2) mobile application consultation; and (3) database design. This study considered the impact of practice-based learning (PBL) through project assignments contributing to enhanced professional development pedagogy for instructors, heightened student career preparation, and reciprocity by providing access to information technology-related resources for the community-based organization while simultaneously aiding students in gaining professional experience. An action research approach was applied to the study's framework thereby involving multiple stakeholders in aspects of the study from inception to completion. Additionally, the study sought to create sustainable curricular change for the professional development curricula associated with the research. Findings of the study indicated students in the course said they were prepared to enter the workforce, course instructors claimed they could teach the course more effectively in the future, and the community-partner experienced benefits from access to new technology resources. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]