One calls people on the street strangers if he or she doesn't know who they are, so students whom the librarian has never dealt with are just that, strangers. When the school librarian gets involved in collaboration, most of the time they don't see the student's Individualized Education Programs (IEPs), language barriers, or anything else that would affect an individual's ability to learn. This puts the school librarian at a great disadvantage in providing instruction to help specific students. Collaborative lesson planning in the high school setting is often different from planning in the elementary schools. Individual meetings with teachers in the high school are possible, but time is an ever important factor. Meeting with teams of content teachers at once saves time and allows the school librarian to reach as many teachers as possible. This is a good time to let teachers know of the school librarian's expertise and interests. Although the high school librarian may envision that these team planning sessions will bring teachers back to the library and create a steady stream of teachers looking to collaborate, seeing over two hundred teachers can be difficult and calls for time management skills. However, without teachers' collaboration, a school librarian is greatly disadvantaged in maintaining student relationships. In this article, the author discusses how school librarians can turn strangers into friends and keep students coming back.