To appreciate the promise inherent in a wholesome collaborative approach to inservice teacher education, it is helpful to understand why it is necessary, how monolithic approaches to inservice education fall short of the mark, what obstacles already have been erected to make collaboration difficult, what problems must be solved to achieve successful collaboration, and what attitudes among collaborators will create the right environment for the collaborative effort. The practicing teacher is not likely to find most prevailing inservice systems (college courses, staff development programs, and teacher centers) adequate, and many examples show that inservice systems are less responsive to change than the society in which they exist. Collaboration as an alternative is faced with attitude problems and a lack of enthusiasm, as well as university policy of discouraging teacher organization participation. The benefits, however, are obvious; inservice education can only be made whole if a means is found to expand the limits of unilateral perception by the integration of all points of view. (DS)