Understanding how partnership teachers experience their role in preparing future teachers provides valuable insights for all educators. The purpose of this narrative inquiry was to understand the collaborative experiences of partnership teachers as they work to support teacher candidates during their student teaching internships. I conducted focus groups with seven veteran secondary partnership teachers in the Eastern United States and follow-up interviews with two of the seven participants. I used narrative inquiry to capture and present these partnership teachers' voices and collaborative experiences. I identified seven themes: defining collaboration throughout student teaching, the level of control versus autonomy, the importance of teacher toolboxes, reciprocal relationships, diversity, missed opportunities for collaboration with the university, and why partnership teachers host teacher candidates. The findings indicate that partnership teachers use a mixture of cognitive apprenticeship and mentoring methods in their work and highlight the importance of co-thinking and reflection. Implications from the study include suggestions for partnership teachers to focus on relationships and learning from each other and for teacher educators to involve partnership teachers throughout teacher preparation coursework. The years of experience a partnership teacher has matters, and they need opportunities to collaborate with teacher preparation programs. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]