This paper examines how selected characteristics of a program and attributes of key actors affected a particular collaborative effort to increase the supply of secondary math and science teachers. A funded grant created the need for collaborative linkage between schools and a university which had no prior experience with joint efforts. Elements of an alternate certification program (i.e., paid internships, staff development program, academic curriculum, formal agreements for data collection, alternative certification plan) are discussed with respect to the shared decision processes used to develop and implement the program. Over the course of developing and implementing the program, the role of school districts evolved from providing advice about preparation of teachers to providing financial resources (paid internships and mentor teachers) and becoming equal legal partners with the university in certifying secondary mathematics and science teachers. Further, personal characteristics (risk-taking, commitment, tolerance for ambiguity, energy) of key individuals in the program are presented as possible elements which influenced collaboration. Thirty-five references are included. (Author/IAH)