In this article, the authors reflect on how they would adapt the practices of a previous successful university-public school partnership with the ever-increasing adoption by districts of scripted programs for math instruction at the elementary grade levels. The partnership with rural elementary schools focused on improving students' overall mathematics achievement and engagement through professional learning experiences with teachers. The goals align with Essential 3 of the Second Edition of the NAPDS Nine Essentials (NAPDS, 2021) which states, "A PDS is a context for continuous professional learning and leading for all participants, guided by need and a spirit and practice of inquiry." Reflection on this successful effort uncovered critical factors, which the authors only considered implicitly during the partnership. As they now realize, clarity regarding why a reform is successful may not become apparent until later when participants have had adequate opportunities to reflect on how the particulars of a context implicitly influenced their decisions. Insights from such reflections can then be used to develop future partnerships.