Collaborations between K-12 schools and universities offer tremendous potential for mutual enrichment. Collaborations that focus on computer technology and its integration into the classroom offer unique challenges. A number of factors must be considered prior to and during the planning and implementation stages of the technocentric collaborative. The continuums of technological innovations, teacher development, and teacher acceptance of computer technology can be overlaid to give a multidimensional view of the complexities of the demands that will be placed on the collaborative. The facets of initiating change in a school environment must be considered beforehand and continually revisited throughout the implementation period. Finally, each presentation of the collaborative needs to be planned in light of research on successful professional development for educators and respect for their unique needs as adult learners. Consideration of these three areas may diminish the opportunities for university faculty to take pratfalls in the collaborative ventures with K-12 schools. (MES)