Teacher-Librarians are continually seeking opportunities to collaborate with the classroom teacher. Most of them have experienced the professional satisfaction resulting from a successful project, and they have also endured those that were stressful and less productive than the anticipated. Indeed, the best schools and the best librarians consistently report that the library must be the heart of the school, and the teacher-librarian must be a proactive team player. This article examines a study that took place at the Carnegie Library School. The following question was the focus of the study: Could a close study of anecdotal stories, personal interviews and online discussion threads reveal patterns and consistencies in personal attributes, strategies and environment that lead to successful collaboration? To answer this question, a plan was developed for interviewing teachers, teacher-librarians, public librarians and other professionals associated with community agencies. Five social factors were identified that affect success in collaboration. By adopting the attributes of proactive (but flexible) leadership, trust, shared vision, open communication and self-confidence in one's contribution, teacher-librarians may be able to circumvent environmental factors not under their control. Lack of administrative support, time limitations and rigid schedules may remain as obstacles, but proactive and positive attitudes are more likely to reach that most-wanted group--teachers who will collaborate.