This chapter, co-authored by an undergraduate student and a faculty member, uses the concept of rhizomatic development—the spreading of an interconnected, subterranean array of influences—to describe our growth through engaging in and facilitating pedagogical partnerships. We present both co-authored explanations and alternating, individual narratives to map the multiple, always spreading rhizomes that link across contexts and times, creating a largely invisible but deeply connected network of meanings and practices. Eschewing linear-sequential causes, we write in associative, roaming ways about the increased confidence, greater clarity, and stronger convictions that develop in different directions and at different rates through partnership.