This paper presents a collaborative action research partnership model that involved participation by graduate school of education preservice students, school and university teachers, and administrators. An elementary teacher-research group investigated what would happen when fourth graders worked in teams to research and produce a multimedia presentation. The project examined how students would exhibit team roles (idea person, architect/designer, explorer/tinkerer, builder, information organizer, or lost soul). University students entered the classroom periodically to observe student partner groups completing various project tasks. They acted as observers and evaluators, taking notes on interactions. An attitudes survey examined pupils' attitudes about the project. Most of the fourth graders fell into two or more role categories: builder (80 percent) and information organizer (72 percent). About half exhibited architect/designer roles. When students needed to decide who had control of the computer, they demonstrated one of three turn-taking behaviors. There was no relationship between students' attitudes toward paired work and project achievement. Most students had positive feelings about teamwork. A field experience research model at one graduate school of education formed partnerships between a high school and university to improve teachers' ability to work effectively with language minority students. Graduate preservice teachers worked collaboratively with inservice teachers on projects representing their professional interests, allowing preservice teachers to be active participants in the schools. This paper lists benefits of such partnerships to those involved. (SM)