Preparing future teachers for the complexities of contemporary classrooms remains a persistent challenge in teacher education. The transition from theoretical knowledge gained in universities to practical application in real-world school settings is often challenging, leading to a phenomenon known as “praxis shock”. School-university partnerships have emerged as a potential solution to bridge this gap, yet in-depth investigations into the specific methodologies and outcomes of such collaborations remains limited. This study, utilising a Type I qualitative case study approach, examines a unique school-university partnership established to address this challenge. Stakeholders worked collaboratively to enhance teacher education students’ readiness for professional experience placement and enhance employability. This research found that the collaborative team-teaching approach and authentic learning activities significantly enhanced teacher education students understanding of the Australian Professional Standards for Teachers, and their overall preparedness for the classroom. Furthermore, exposure to real-world teaching scenarios through the partnerships increased teacher education students’ confidence and fostered a strong sense of professional identity. This research contributes valuable insights into the efficacy of school-university partnership collaborations and authentic learning experiences in enhancing teacher education programmes, ultimately improving graduate teacher preparedness for the workforce.