Data were collected from teacher and trustee representatives on negotiation teams in 13 school districts in Manitoba (Canada) to determine the effects of collective bargaining on the relationship between teachers and boards. Differences were found to center on the issue of authority in such areas as teaching conditions, staffing procedures, and staff development. In addition, to the boards' dismay, collective bargaining has resulted in making 80 percent of the budget (teachers' salaries, fringe benefits) fixed; bargaining often results in a deadlock leading to strikes, lock-outs, and mediation; provincial organizations and other interest groups impose "backstage" control over negotiations; and there is evidence that negotiations are increasingly handled by labor relations experts. In order to reduce the tension, frustration, and suspicion generated by local negotiations, the authors recommend bilevel negotiations at the local and provincial levels. Salaries and fringe benefits could be settled at the provincial level, working conditions and professional development at the school district level. (Author/WD)