This study explores novice teachers' experiences as team leaders for school-community partnerships. Six focal teachers who were enrolled in an MA program in teacher development and leadership were recruited for the study. The focal teachers volunteered to serve as leaders of a reading-focused community involvement activity as members of their schools' improvement teams. Based on the focal teachers' experiences, this article describes obstacles to collaboration and three responses to these obstacles (neglecting the process to get the job done, doing too much with too little, and failing to follow through) that influenced the outcomes of the activities. These findings are discussed in light of current school reform efforts that rely on team structures and approaches. (Contains 2 tables.)