With the maturation of the service-learning field in recent years, school-community partnerships have emerged as an important area for studying the effectiveness of this type of experiential education. However, the paucity of studies of school-community partnerships indicates that they are only beginning to be understood and thus require further investigation. Drawing upon 5 focus group interviews with 22 secondary school teachers in Hong Kong, this study gives examples of the diversity of service-learning partnerships and provides strategies for developing and maintaining effective partnerships. The research and practice implications of the present findings for promoting reciprocal school-community partnerships are discussed. (Published Abstract)