Students as Partners (SaP) is a pedagogical approach that considers students co-creators of an educational environment along with faculty, rather than passive participants. While an increasing body of literature evidences a multitude of positive outcomes from the SaP approach, there remains limited research on the challenges that arise in such collaborations. Quan et al. (2021) outlined such challenges in a paper showing that different members of a Departmental Action Team (DAT), in which students, staff, and faculty collaborate on a change effort, had different perspectives of their partnership. In this work, we confirm and expand upon those findings in a case study of another DAT. Our case study DAT comes from the first cohort of the Departmental Action Leadership Institute (DALI), a workshop series that supports faculty members in physics departments facing major challenges or opportunities. We find that all points of disconnect from Quan et al. are present in our case study. Additionally, we identify three specific areas of differing perspectives between faculty and students: motivation, commitment duration, and information transparency. We present evidence of these tensions with interviews from faculty, student, and alumni DAT members. Finally, we discuss how these tensions may be navigated by faculty seeking to partner with students in departmental change work.