Swedish schools face major recruitment needs, while lacking competent preschool teachers and teachers (SOU, 2017:35). Although more people start teaching teacher education and despite many actions to create more, faster and more flexible paths into the teaching profession, it is unlikely that the needs of preschool teachers and teachers can meet in the near future. Teacher's ability to access professional development is a central issue for the future development of Swedish school (OECD, 2015). Partnerships between schools and higher education have been acknowledged internationally as being an important strand in strategies to reduce inequalities, raise the quality of education for all teachers, and enhance the quality and relevance of school education in the twenty-first century (Day & Smethem, 2010). This paper reports on a qualitative study carried out in Sweden that explores the implications for professional learning for schools, teachers and HEIs from off site professional development initiatives in partnership with schools. The research questions that frame the study are: What are the professional development implications for off site professional development for HEIs, schools and teachers? How can the outcomes of these professional development initiatives be understood in terms of possibilities and challenges? This paper is based on a case study that employed a qualitative case study design with a purposive sampling method in order to include schools working with the university (Yin, 2011). Data was collected during 2012-2015 and mainly consisted of interviews, follow up interviews with principals, teachers, and researchers from HEIs, and a part of a teacher questionnaire with open-ended responses. Data from Sweden has been collected, transcribed an analysed using content analysis (Miles et al, 2014). Analysis and interpretation of data collected from Sweden indicates positive outcomes from engagement in this professional development initiative for all parties.

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