The purpose of this qualitative case study was to investigate, through the lens of Adult Learning Theory, the perceived influence of TeleNGAGE on educators' and families' capacity to collaborate in equitable and transformative ways. Findings suggest that educators' and families' capacity for collaborative problem-solving was enhanced through TeleNGAGE. This social learning space, which supported adult preferences and motivations for learning, created a synergy that led to equitable social status, the application of new knowledge, and innovative approaches to problem-solving. These findings provide insight into equitable collaborative initiatives as educators seek to find solutions to complex problems in their schools.