The article deals with one of the most important components of a professional development school (PDS) partnership--sustainability without funding. According to Ganesan, Das, Edwards, and Okogbaa (2004), sustainability is one of the most difficult components of actualizing a school-university partnership. The PDS partnership depicted in this article--between a school of education at a historically Black college and university and a low-income Title I elementary school--provides a model for those in PDS partnerships who are seeking ways to empower teachers, students, and administrators through strong collaborations without funding. The model integrates the five National Council for Accreditation of Teacher Education standards for PDS partnerships: learning community; accountability and quality assurance; collaboration; diversity and equity; and structures, resources, and roles. This partnership's story illustrates that financial assistance was a resource in establishing the school partnership between the university and the local school district. However, relationships and shared commitments formed the prolonging dynamic that enabled the collaboration to become a lasting partnership among individuals, institutions, and the community. All partners committed to the success of student learning and quality teacher performance in the K-12 segment. (Contains 2 tables.)