Four dimensions (work tempo, professional focus, career reward structure, and sense of personal power and efficacy) involved in public school-university collaboration are examined. The study had the objectives of using summated rating scales to measure shared perceptions and to describe work perceptions of professional educators. A questionnaire was prepared and sent to people who worked either in a Midwest Holmes Group university or in a public school that cooperates with a Midwest Holmes Group university. Professionals were asked to reflect on how they think and feel about their professional activities. The summated rating scales did function to measure shared perceptions, interpretable from a cultural perspective. Results indicate subcultural differences among educational settings and suggest entering into any collaborative activities mindful of the most severe differences found among positions. It is emphasized that school-university collaboration, for all its difficulties, is a necessary method for educators to use if they really want different points of view represented. The survey instrument is appended, and 10 tables are included. Contains 24 references. (SM)