In an attempt to address health and social needs of at-risk children, recent reform efforts have pushed for collaboration of community based agencies and schools. The location of an adolescent health clinic on an inner city high school campus and the resultant opportunity for collaboration provides a case study. The role of the teacher and the implications of such collaboration for teachers are explored from the teacher's point of view. Questions studied include how teachers perceive their role in collaboration to meet the health and social needs of the student-at-risk; the nature of events, conditions, and forces that shape that role; and the consequences of their actions. Twelve teachers participated in the survey. Movement toward collaborative roles for teachers is chronicled as crises in the classroom force change and teachers respond by expanding their role. New "scripts" evolve and new boundaries are established. Neo-institutionalism provides a framework for understanding both the emergence of new roles and the critical points of connection as the culture of the school adapts. (EMK)