This paper discusses findings from the evaluation of the Glasgow West Teacher Education Initiative, a project funded by Scottish Government to pilot new models of partnership and professional learning. The aim was to ‘co-construct and implement a new collaborative school (and community) based partnership approach ’ (Menter et al, 2011). The paper reports on the evaluation of the initiative involving 31 students: 18 based in 11 primary schools; 13 in 2 secondary schools. Data was generated from focus groups with student teachers, pre- and post-placement surveys and reflective accounts by students of their experience. Additionally there were 22 pre-programme interviews with teachers and local authority staff and 10 post-programme interviews. Evaluation of the initiative found that ‘the attempts to bring about mutual, symbiotic and reciprocal relationships between school and university staff set out by Clark (1999) were certainly at the core of the aspirations of this scheme’ (Menter et al 2011). The study found that the greatest progress had been made to the initial preparation of new teachers and other school-based educators, with some achievement of professional development of experienced teachers and school-based educators. The study concluded that growth in these areas requires continuing efforts from all stakeholders.