We describe the contours of one leadership preparation partnership between a university and urban high school district, to demonstrate the affordances that have allowed the partnership to process and weather challenges. Critically, we describe the actual work of collaboration, presenting one extended example of learning-in-action. As such, the article addresses an existing gap in the literature on research practice partnerships, namely how partners can address widespread challenges. Findings suggest that the boundary practice of co-teaching and a "boundary stance" of ontological humility have been critical affordances toward partner and partnership learning.