<p>Establishing and maintaining effective school-university partnerships between teacher education institutions and schools has long been recognized as instrumental in supporting the professional growth of pre-service and in-service teachers, as well as improving student learning outcomes. However, this partnership is not always fruitful and sustainable, especially in the under-resourced context. This study explores the enabling and constraining factors that shaped an enduring school- university partnership project in Vietnam where the concept of partnership is newly established. Grounded in practice architecture theory, the research examined the material-economic, cultural- discursive, and social-political arrangements that influenced the sustainability of this partnership. Through individual semi-structured interviews with 15 participants including university leaders, lecturers, and pre-service teachers, and five focus-group interviews with 40 English teachers, in addition to the analysis of institutional policies, documents, and reports during the partnership, the study sought to illuminate the complex and context-dependent dynamics of the partnership. Findings reveal that the key enablers in this partnership include a shared discourse about partnership goals, participants’ relational agency, a move toward more egalitarian knowledge exchange, and evolving professional relationships between involved stakeholders. However, challenges of the partnership lie in the exam-driven discourse, restricted pedagogical practices, lack of material resources, and limited duration of school visits. The study highlights that sustaining school-university partnership requires deliberate efforts to foster positive interplay of cultural-discursive, material-economic, and social-political arrangements in the partnership practice.</p>