For over a decade, scholars have reported on the importance of research-practice partnerships (RPPs), particularly for bridging the gap between academia and K-12 institutions. This brief, co-written by Katrina K. Morrison, Ed.D., Abdul-Malik Muhammad, Ed.D., and Ngozi Magena, M.S., aims to support developing understandings of successful relationship-building practices in RPPs. The contents of this brief reflect the work of PPE's fellow, Katrina K. Morrison, Ed.D., and her case study of an RPP involving an Institution of Higher Education (IHE) and a consulting company that provides training and professional learning around restorative practices (RP) in P12 schools.