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In this comparative case study, we explore how two university-based STE(A)M education initiatives negotiated roles and built relationships with partner schools, while engaged in scaling efforts. Using aspects of a framework designed to assess the effectiveness of Research-Practice Partnerships (RPPs), we examine the ways the respective initiatives either reproduced traditional transactional relationships, or engaged in more mutualistic partnership practices. This analysis helps illuminate the relationship between scale and mutualism in partnership relationships, and demonstrates how the RPP Outcomes Framework (Henrick et al., 2017) can be adapted to assess the health of a range of collaborative relationships between researchers and practitioners.