on a university-school partnership in a Hong Kong primary school by studying the reactions of the professional staff to the reform initiative and the conditions for its success. Data were collected from multiple sources, including questionnaires, interviews and documents, the descriptive interview remained the major source of data in the analysis of the results. Results indicated that: (a) all the change agents contributed to school improvement; each agent was part of a complex dynamic, interwoven with the others, under the constraints of the school culture; (b) teachers’ capacity in designing and implementing teaching and learning activities were enhanced; (c) good teaching and learning with appropriate implementation strategies had the greatest impact in changing the previous teaching paradigms and techniques; (d) partnership projects should be built on mutual trust and confidence, with a good mix of academic advice and practitioners’ experience