Frequently the words "cooperation" and "collaboration" are used interchangeably; both words mean to develop relationships or to form associations by helping and supporting one another through organized teamwork and partnerships. Although both cooperation and collaboration feature working in groups to produce outcomes, the authors would like to make a distinction between the two terms. Learners organized into cooperative learning groups tend to be more closely directed and managed by the teacher. In contrast, collaborative learning co-establishes reasonable parameters. Teacher and learners together establish reasonable and realistic parameters for what work will be done and what the outcome will be. Like cooperative learning, collaborative learning groups share their outcomes or products with one another, although learners using collaboration usually demonstrate or perform outcomes in a multitude of self-selected, self-directed formats. Authentic collaboration also prepares young learners for future learning, working, and living although the emphasis is more on valuing differences than achieving similarities. This article describes how an experienced fifth-grade social studies teacher introduced collaborative learning to her students in order to promote effective teaching and learning. It discusses how she began the collaboration process, how she highlighted the features of collaboration, how she modeled the features of collaboration, and how she implemented collaboration, as well as the benefits of introducing collaborative learning strategies. (Contains 2 figures and 12 notes.)