A project to promote collaboration between child and adult literacy educators in a family English-as-a-Second-Language (ESL) literacy program is described. It arose from conflicting opinions and concerns voiced by teachers familiar with different student groups and with different instructional frames of reference. Quarterly teacher preplanning sessions and weekly planning meetings were held to define and expand on instructional themes. The planning sessions were found to be most useful when carefully structured to work toward specific, stated project goals, using a grid system. Teachers came to the weekly sessions with ideas to implement the agreed-upon theme and explained them in detail. It was found that to collaborate fully, child and adult educators had to adjust their perspectives somewhat. Native language community liaisons were frequent participants in planning sessions. Although these individuals initially adhered to traditional concepts of instruction, they adapted their approaches to the conceptual framework underlying the project. It is concluded that while the project took much time and energy, its results were worthwhile and made it possible to address the needs and value the strengths of all students. (MSE) (Adjunct ERIC Clearinghouse on Literacy Education)