Pedagogical partnerships are reciprocal collaborations between a faculty member and an undergraduate student aimed at improving teaching practice and cultivating shared inquiry in the classroom. In this model, student partners conduct regular class observations and offer evidence-informed feedback; faculty partners meet consistently with students to review insights and co-create refinements to pedagogy, assignments, and learning environments. Our team at Abilene Christian University has facilitated multiple cohorts across disciplines, including in the Department of Agricultural and Environmental Sciences, demonstrating that equitable, co-researcher relationships can foster hospitable, safe, and effective learning communities while generating actionable pedagogical innovations. Participants in our session will leave with concrete tools and a conceptual frame for launching partnerships in their own contexts. To evaluate impact, we triangulate data from three coordinated streams: (1) quantitative and qualitative activity logged in the Suitable app during student observations, (2) weekly reflective journals or audio memos completed by both students and faculty, and (3) pre-, mid-, and post-partnership surveys aligned to selected AAC&U Value Rubrics and reviewed by external raters. This mixed-methods approach provides converging evidence about changes in classroom practice and the learning climate while enabling timely feedback cycles during the term. Across cohorts, reflections and survey results consistently point to clearer feedback loops, greater student agency in course decisions, and more responsive instruction. Faculty describe a shift from gathering “input from students” to engaging in genuine “co-inquiry,” with mid-semester adjustments such as rubric clarifications, assessment redesigns, and added low-stakes practice that improve transparency and formative support. These observed changes align with partnership principles of shared responsibility and mutual benefit, demonstrating that structured student–faculty collaboration can measurably enhance teaching effectiveness and student engagement. Our session will model these practices and provide ready-to-adapt templates for observation protocols, reflection prompts, and survey alignment, enabling attendees to implement partnerships that enhance learning.