Police education reform in England and Wales is in constant flux. Since 2016, marked with the introduction of the Police Education Qualification Framework, the professional body (the College of Policing (CoP)) has required police forces and Higher Education Institutes (HEIs) to work together. At this point, all new entrants to the role of police constable were required to hold degree-level educationDegree-level education which could be achieved through one of three pathways: (1) The Police Constable Degree Apprenticeship (PCDA), (2) The Degree Holder Entry Programme, and (3) The Policing Professional Degree. This initial reform underpinned a professionalisation agenda. This chapter considers the development of police professionalisation, the changing role of police-academic partnerships, and the importance of organisational readiness to deliver significant reform outcomes. The findings from a small study based on the establishment and continued development of the partnership between the OU and the northern force are presented. Perceptions of key partners including students from the PCDA implementation were sought, in order to identify good practice and future learning design around the partnership. As with any new reform, organisational buy-in has been vital from each organisation to enable a strong partnership and willingness to adopt new practices to develop the degree programmes and facilitate innovative learning design that meets policing practice. The discussion outlines the approach to managing collaborative curriculum delivery through collective responsibility and evolving practice to address challenges to ensure a student-centric approach to learning. The chapter concludes by providing discussion points and tips to aid other police-academic partnerships when adopting similar approaches to designing and delivering police education.