The purpose of this study was to examine the effects of a collaborative teacher improvement effort designed to increase understanding of and the engagement in practices related to literacy development in young children in a Head Start program. In this intervention study, the early literacy environment within the classrooms and the early literacy beliefs and practices of four Head Start teachers were examined at the beginning and end of the research period using quantitative (ECERS-R and ELLCO) and qualitative (interviews and documents) methods which were integrated into a mixed methodological design. The results were interpreted within the context of emergent literacy, partnership-based, and staff development perspectives. The data supported a conclusion that a university-school partnership can impact literacy practices. Teachers who were provided with this teacher improvement program and ongoing support changed their practices from the beginning to the end of the intervention period. Specially, they seemed to improve their efforts to meet the early literacy needs of children, the targeted goal.