This paper posits guidelines for planners forming interorganizational arrangements--or collaboratives--among universities, businesses, community organizations, and schools. The paper hypothesizes that schools can benefit from collaboratives and that these partnerships' success is attendant upon mutual understanding of a collaborative focus. Principles of collaboration were originally identified through a longitudinal study of a doctoral program arrangement between five county school systems and the University of Maryland. Additional research results were incorporated into the emerging model. Interorganizational relationships are newly created, single organizations formed voluntarily to achieve an interdependency of formal collaboration. This model features relationships among four characteristics: (1) Environmental, (2) Relational, (3) Procedural, and (4) Structural. Environmental characteristics involve organizations entering the arrangement and the external influences upon operations. Relational characteristics include properties that describe relationships, for example, involvement by member organizations' representatives. Shared decisionmaking defines the collaborative focus. Procedural characteristics concern formality, exchange process, and administrative processes. Organizations' equitable exchange of goods and services is central to collaboration. Structural characteristics are features of member organizations, collaborative demography, resources, and coordination mechanisms. Implementation of sponsored programs is the least developed aspect of the model at this time. Public organizations are favoring collaborative management principles because organizational settings now approximate settings of the interorganizational arrangements. (CJH)