This paper uses a praxis methodology to explore the possibility of student transformation through participation in an interprofessional university-community partnership. The experiences of participants in one partnership provided a focal point for questioning assumptions about the nature of the professional role and the relationship of university and community. In an earlier study (Caldwell et al. 2000) on ethical dilemmas, we found that participants need a safe place to discuss ethical dilemmas and work out constructive responses. Reconsidered in an educational framework, this need is part of a context that promotes participants’ development by providing a balance between challenge and support. The developmental framework of Robert Kegan (1994) is used to reflect on the nature of this balance and the challenges of interprofessional work in the community and to suggest action.