This paper examines how selected program characteristics and attributes of key players affected two school-university collaborative efforts, and how funded grants created the need for collaborative linkages between schools and universities with little or no prior experience in joint efforts. Two programs (an alternative certification program and a professional-development center) their joint planning processes, and the consequences of their joint actions are described. The alternative certification program was established to meet the perceived shortage of secondary mathematics and science teachers, and the professional-development center was created to provide teacher-preparation programs that are technology enhanced and field-based. Findings indicate that although formal structures may support cooperation, it is the individuals within organizations who make collaboration a success. The human characteristics of risk taking, commitment, tolerance for ambiguity, energy, and compassion contribute to the success of collaborative activities across institutions. Communication is the key. As trust builds through interactions and demonstrative actions, collaboration becomes a valuable byproduct of successful communication. One table and two figures are included. Contains 21 references. (LMI)