In the primary grades, engaging in counting collections provides students with regular opportunities to make sense of numbers in dynamic ways, build social skills, and communicate about mathematics. This article aims to guide elementary educators through a team's process of planning and implementing counting collections in kindergarten. Counting collections, as described by Franke et al. (2018), centers students' ideas and strategies for determining the number of objects in a set. Early and advanced counting skills predict later success in computational sense-making, such as addition and subtraction (Clements & Sarama, 2014; Lê & Noël, 2021). Along with counting collections journey, the teacher/coach partnership explored how to center student authority and notice the complexities in children's representations of counting (Ananthaharajan, 2020).