In this article the authors report the findings of a collaborative partnership between university researchers and school teams of administrators and teachers and how different kinds of knowledge were negotiated during the process of undertaking action research. The authors' analysis sheds light on the subtle and complex negotiations that occur so that both groups can display their expertise in a variety of areas, while at the same time allowing the other the space to be experts themselves. They believe that this study contributes to the development of more complex understandings of how researchers and teachers develop and negotiate knowledge while engaged in collaborative research. (Contains 1 note.)