Factors promoting or detracting from the effectiveness of collaborative projects between colleges and schools were investigated. Of concern were three projects undertaken collaboratively between a four-year state college in Massachusetts and the local public schools during a 2-year period. The In-service Project provided opportunities for teachers and administrators to have consultants' help with curricular concerns. The Writing Project involved research on whether fourth and fifth grade students' writing ability could be improved through the acquisition and use of word processing skills. The third project, Databus, is a mobile computer laboratory that circulates among rural schools to provide instruction in the educational application of computers. Descriptive data were gathered through questionnaires, surveys, interviews of teachers, students, administrators, and the writing samples of fourth graders. Findings are presented along with five recommendations including: a joint assessment of public school needs and ability of the college/university to respond to the latter must occur prior to design; representatives of all collaborative parties must agree on project goals, work plan, implementation, and evaluation in the developmental stage of the proposal; the Education Department and/or other relevant college departments must be prepared to give faculty members either additional stipends and/or load credits; the public schools must prepare its staff regarding the projected administrative and instructional impact of the upcoming project; and the college/university must be committed to the collaborative ideal and provide financial support if necessary. (SW)