Teachers are powerful human resources who are often overlooked and can serve as assets for school-based change. That was our biggest lesson from a two-year partnership between faculty from a state university and three local, rural middle and high schools. The partnership was created to help facilitate teacher mathematics professional learning communities (Horwitz, Bradley, & Hoy, 2011). These partnerships happened in multiple ways. All professional learning communities met at the school once or twice a month, either during school hours or immediately after school, and were mandated by building administration yet rarely attended by them. During the two-year tenure of the university/school partnership, other key lessons of what worked to support learning and change included: Administrator and organizational support must be in place for teachers