This study, part of a 3-year project designed to determine specifically and in-depth the reading, writing, and verbal demands made of students in university-level academic courses, college students by examining academic literacy requirements and involving the cooperative efforts of high school and university faculty members. This paper discusses the rationale behind collaboration of faculty concerned with academic literacy, examines the cultural differences that exist between high schools and colleges, describes the collaborative process and its participants, and presents the academic literacy data collected. The study found that use of the faculty collaboration model led to a renewed sense of professionalism, increased commitment to teaching, and heightened expectations for their students. In addition, college faculty were able to develop a clearer understanding of high school academic preparation teaching practices. The paper argues that collaborations of this type--those focusing on academic literacy--widen the perspective that school/college partnerships have begun, to not only include a larger pool of academic program faculty, but also to focus collaborative discussions on questions and issues that are critical for student success. Appendices include student surveys and checklists of course materials and information. (Contains 19 references.) (GLR)