There are many examples of innovative, inter-systemic partnerships involving universities and other education bodies that promote outcomes valued by all partners. This chapter focuses on a collaborative project undertaken by university and school staff that aimed to integrate theory and practice for teacher education students while also contributing to the literacy achievements of children. Particular emphasis is given to the extent to which the practising teachers and pre-service teachers (PSTs) involved in this well established partnership perceive that the project increases the knowledge base of PSTs by providing relevant, practical experiences that help bridge the gap between theory and practice. Twelve PSTs and 22 mentor teachers participated in the study by responding to questionnaires, brainstorming sessions and focus group interviews to determine the extent to which the PSTs developed their knowledge-base around literacy teaching by being involved in practica lexperiences attached to their coursework. The PSTs, who were trained in methods to assist children with their reading using the Support-a-Reader program (P-3 Literacy In-Service Project, 1991), spent approximately four hours per week for two terms in a regular school classroom. Two schools were involved in the project. The findings indicate that PSTs’ connection of theory with practice was promoted by their involvement in the Support-a-Reader (SAR) program, the regular observation of literacy lessons delivered by their mentor teachers and participation in other teacher-planned activities during practical experiences attached to the literacy courses. Discussions and reflections on these practices led by lecturers during class sessions at the university were also found to be integral to the development of PSTs’ knowledge-bases.