<p>Expert-by-experience involvement in the design, implementation and evaluation of university curricula is an expectation in health professional programs in Australia. To achieve this, educators and experts-by-experience need to partner to design and deliver curriculum. However, research is needed to guide collaborations and disrupt hegemonic practices. This study aimed to explore the experiences and perceptions of health educators and experts-by-experience who partner to co-design and/or co-deliver curriculum. A qualitative descriptive design was adopted, where six experts and six educators were interviewed. Interviews were transcribed verbatim and thematically analysed. Four themes were generated: i) navigating co-teaching: from theory to practice, ii) navigating the institutional labyrinth: breaking down barriers, iii) authentic partnerships, and iv) elevating education through lived experience. While it is best practice to partner in co-design and co-delivery, there are important considerations for high-quality, effective and sustainable partnerships. This paper provides recommendations that support key stakeholders to enact these partnerships.</p>