This paper describes a field-based effort in which practicing teachers collaborated with a university researcher to develop, inaugurate, and maintain a family literacy program. In this context, family literacy is an intergenerational program serving all members of the family, meeting the needs of adult family members as individuals, not just as caregivers for children. The Partnership for Family Reading is a joint effort of Montclair State University and 34 elementary schools in Newark (New Jersey), an urban district with a low income, minority population. Major activities are: (1) interactive workshops for adults in which they read and discuss children's literature and learn reading comprehension strategies; (2) adult-child book reading at home and school; and (3) staff development. Teachers conduct the workshops at the school site during regular school hours. The data indicated that two of the program goals, increased staff expertise in working with parents and closer home-school relationships, were being furthered. Teachers learned that parents were concerned for their children's welfare, that the adults' progress could enhance the teachers' own sense of professional efficacy, and that closer contact with parents could be a source of personal pleasure without compromising professional expertise. The program was less successful in addressing the issue of what teachers can learn from parents. (Contains 13 references.) (ND)