The current study is to explore the cooperative process of implementation of professional partnerships between university professors and schools, focusing on the “professional learning community”. The purpose of the study consists of four dimensions, including school team development and transformation conditions for school participation in professional partnership programs, interaction methods and progress for university professors and school teams undergoing transformation, and the relationship of cooperation and professional learning community. Main data-collection instruments used in this study were classroom observation, in-depth interviews, focus team interview, document and expanded notes analysis. These findings form the basis of further suggestions for all parties involved: the school, participating team and the administrative authorities. 1. School professional partnership is composed of the teachers of comprehensive activities course. They frequently discuss how to implement integrative instruction and share teaching reflections. Moreover, the teachers of comprehensive activities course seek for instructive transformation and promote professional proficiency. 2. The interaction of the university professor and school teams undergoing transformation is based on the trust, which elicits the combination of theories and teaching practices. 3. The University professor and school teams undergoing transformation design the courses cooperatively which should lead to enrichment of the contents of instruction. 4. The teachers of school teams undergoing transformation form learning community which not only promote professional development for teachers but also focuses on students’ learning.