In Kentucky, one of the six participating Appalachian Rural Systemic Initiative (ARSI) states, the Teacher Partner concept soon gave rise to the Regional Teacher Partners (RTPs). This complementary project, known as the "Master Teacher Project," was designed after the Teacher Partner model but with one key difference. This paper describes the experiences and impact of two Regional Teacher Partners in Lincoln County, Kentucky. Ann Booth and Gloria Davis served as ARSI RTPs, Ann from Fall of 2001 to Spring of 2005, and Gloria from Summer of 2002 to Summer of 2005, providing support to teachers beyond their home county to surrounding school districts. Both women shared a strong commitment to standards-based instruction, to the improvement of student learning, and to helping other teachers in any way that they could. They were also both very committed not only to the theory, but also to the practice of collaborative work in the service of mathematics and science education improvement. While each had her own style and way of working with teachers, they relied on one another for knowledge, motivation, and strategy, as well as reassurance that they were on the right path. Theirs is a story of partnership-in-action. They have chosen to tell their story because it exemplifies how ARSI teacher leaders went about the work of improving mathematics and science education in their local regions--drawing on each other for support, using whatever resources or influence they had at hand, seizing opportunities as they appeared, and rarely flagging in their energy for and commitment to making the schools they served better. (Contains 3 footnotes.)