Current development efforts focus on economic fair play, cultural sensitivity theory, locally driven interventions, and ethical practice. This has led to changes in a number of development areas, including the relationship between development stakeholders. A shift to development partnership was meant to signal the end of development paternalism (e.g., north-south, developed-undeveloped, donor-recipient) and the beginning of development equality. However, for many development stakeholders, the transition has been largely theoretical. This study addresses the existing gap between development theory and practice. It argues that before the gap can be closed there is a need for greater philosophicallygrounded theoretical scrutiny. Therefore, this study combines a philosophical approach with an interpretive theory building methodology to create a theoretical model of development partnership and identity. The study draws on the experiences of the Trinidad and Tobago Alliance for Sport and Physical Education (TTASPE) and its partners. The model presents a four-phase partnership cycle. Each phase is accompanied by set of key partnership considerations. The purpose of the model is to provide development stakeholders with a philosophically grounded and practically structured framework for assessing and strengthening their partnerships