We share our self-study research of faculty-building a successful collaborative culture and team teaching experience in a unique Master's program for experienced teachers. As part of self-study and reflective practice, this faculty team shared its collaborative experiences with teachers. This transparency had positive effects on the teachers' perceptions of faculty and on their own teaming experiences. To frame our work, we use the perspective of learning zones adapted from Vygotsky's conception of zone of proximal development. A multi-vocal perspective on the processes of faculty professional development and program development is presented.