Knowledge-based society calls for the change in teacher education as well as the paradigm shift in education. The professional development school(PDS) is one of the most prominent and recent models of teacher education reform in U.S. The PDS proposes to reorganize and renew both schools and teacher-training programs. Strengthening relationships between public schools and higher education through school-university partnerships is a main strategy of PDS. Such partnerships encourage the simultaneous reform of schools and teacher education programs and this synergy help each institution accomplish more than each could alone. In this study desirable conditions for effective teacher education by school-university partnership were investigated through the analysis of the literature of PDS's experience. The lessons learned from this analysis reflect the difficulties that PDSs experience conflict about pedagogical differences and tension the changing roles of teacher and university faculty. Lack of time to collaborate, appropriate reward systems for compensating PDS work are another barrier, and we can see the bureaucratic barriers in implementing change. The other important lesson is that the school and the university should know a partner fully in pedagogical and cultural norms.