In this paper we examine the experience of the collaboration between two sites, one in a developing context and one in the first world, where the initial task was to introduce practice-based learning for school principals in South Africa whilst continuing to develop a course based on this approach in Scotland. We argue that building a relationship based on professional dialogue and joint problem-solving has led to a more fruitful outcome for both partners than the more conventional contractual relationship based on knowledge transfer, tight project specifications, and pre-determined ‘deliverables’. In this case, a relationship based on shared professional values and aims has allowed for an emergent, responsive approach to development which has taken account of the contextual realities of both partners. This has enabled the development process to be progressively locally grounded and yet globally informed in a way that maximises impact and capability at both sites. We argue that the paper outlines a model of interaction which challenges the basis of many current relationships between funding, or supporting, countries and developing countries.