In late 2020, Congress passed the FAFSA Simplification Act, restoring access to federal Pell Grants for confined and incarcerated students for the first time since 1994. Following the reversal of this nearly 30-year ban, the U.S. Department of Education (ED) established a new application process for institutions of higher education seeking to operate approved prison education programs (PEPs). This process, launched on July 1, 2023, enables incarcerated students enrolled in approved PEPs to access Pell Grants. This historic expansion builds on the Second Chance Pell Experimental Sites Initiative, which began in 2015 and piloted Pell Grant restoration through partnerships between select higher education institutions and correctional facilities nationwide. With Pell Grant access restored, as many as 760,000 incarcerated learners could potentially access federal need-based financial aid for postsecondary education. These federal changes require institutions of higher education and state departments of corrections to collaborate effectively in operating and overseeing postsecondary programs in prison. Together, they must ensure students have access to high-quality programs and the necessary supports to persist and complete their credentials. This report highlights how one state--Tennessee--has leveraged cross-agency collaboration to expand its correctional education offerings and provide holistic support for justice-impacted students. In the years prior to Pell Grant restoration, a need for stronger communication and shared strategy among stakeholders prompted leaders in Tennessee to form a coalition of state agencies and nonprofit partners to facilitate, support, and oversee a network of vocational and associate's degree programs in the state's correctional facilities. This effort, led by the Tennessee Higher Education Initiative (THEI), laid the foundation for the Tennessee Prison College Coalition (TPCC). With postsecondary programs now operating in 11 facilities across the state and plans underway for continued expansion, TPCC can serve as a model for how state higher education systems can collaborate across agencies to deliver quality programs and prioritize student success. Drawing from interviews with state agency and nonprofit representatives participating in TPCC, this case study examines the relationships and strategies that have driven Tennessee's success, and highlights lessons learned to guide advocates and policymakers in other states as they work to expand access to quality credentials for justice-impacted students.