The focus of this mixed-methods study was to build a profile of library program characteristics and how they foster collaborative relationships between librarians and faculty in New Jersey K-12 schools. The study was an exploration of librarians' perceptions regarding the factors that affect the level of their collaboration with faculty, especially those related to systems thinking theory, and to examine how librarian-teacher collaboration affects the role of the librarian as a technology integrationist and what impact could it have on students' performance. Despite the emphasis by the federal government and initiatives such as Partnership for 21st Century Learning on information literacy skills as an indicator of college and career readiness of students in K-12, little attention is being given to collaborative teaching activities with school librarians. School libraries and their associated standards are developed specifically to address information literacy in a technology-rich environment. In this explanatory, sequential, mixed-methods study, a 10-item online survey was sent to the members of the New Jersey Association of School Librarians (NJASL); the results from the survey informed the selection of eight librarians for open-ended, semi-structured phone interviews. The study results indicated four conclusions. First, certain library program characteristics have an impact on librarian-teacher collaboration such as staffing, scheduling and hours of operation, librarians' activities, resources, and provision of professional development. Second, the five disciplines of systems thinking theory (i.e., personal mastery, shared vision, mental models, team learning, and systems thinking) had a positive impact on the librarian-teacher collaborative relationship. Third, the collaboration between librarians and teachers facilitated the roles of school librarians as instructional designers, educators, information technologists, and liaisons. Finally, in general, the collaboration between librarians and teachers enhance students' learning outcomes in terms of meeting their educational standards objectives and developing their interpersonal abilities. Collaboration also enhanced students' resource-based skills regarding critical thinking capabilities and awareness of the ethical use of information. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]