This paper describes a model of a collaborative inservice education program based on the work of a Teacher Corps Project sponsored jointly by the School of Education at Stanford University and a neighboring junior high school in the San Jose Unified School District. In this model, the power to determine the content of the inservice program resides with the teachers and, because literature reviews have shown that teachers themselves are better inservice educators than administrators and professors, the teachers are also the inservice educators. A case study is used to describe the model and provides a picture of how collaboration between universities and schools can and did take place. Implementation of the model involves: (1) briefing the relevant community on the inservice topic, outlining its dimensions, and correcting any misconceptions; (2) identification of needs by teachers, administrators, parents, students, and inservice educators; (3) summarizing and cataloguing pertinent literature; (4) obtaining additional information from practitioners in the field; (5) selecting and developing appropriate policies; (6) adopting policies; (7) evaluating policies; (8) disseminating information and writing articles for publication. (MM)