This paper provides a case study of how a successful learning partnership can be developed between teachers in schools and universities through the incorporation of innovation curriculum. Using Sport Education as an example, the paper describes how the process of introducing the model into a school allowed the university faculty a forum for research, but also allowed the teacher effective professional learning through reciprocal mentoring. However, the process was not linear. The creative and innovative processes in which the teacher adopted the new pedagogical model allowed the researcher to expand upon the model beyond its initial intent. Further, lessons learned from the teacher allowed the university faculty to present a more realistic and authentic set of learning experiences for pre-service teachers learning the model.