An examination of collective gaining (interaction between people in a collective and collaborative transaction in which everyone gains) in educational institutions involves comparisons with collective bargaining, two case studies, a discussion of theoretical bases, and a consideration of do's and don'ts. Collective bargaining is anti-intellectual, antagonistic, and produces unsatisfactory outcomes. Collective gaining, however, fosters communication and recognition of common goals and values. Outcomes include integrative (win-win) solutions or voluntary deference (deferring to superior claims). A case study of collective gaining in Forest Park (Illinois) shows that communication, open meetings, reduced time pressures, and unrestricted agendas enhance mutual understanding and interaction of teachers, principals, and school board members. Greater Latrobe (Pennsylvania) teachers and board members utilized a communications laboratory to resolve a dispute. Opposing sides met for several days and phases. Extensive questioning and open discussion were encouraged. Participants evaluated both gaining processes favorably. Collective gaining requires a skilled facilitator and is based on a sequence of critical events: creating readiness, communicating (which utilizes transactional analysis theory), understanding, trusting, accepting, caring, and gaining. Do's and don'ts of collective gaining involve such issues as recognizing the need for change, planning, and communications sessions. Tables provide participant evaluations and compare collective processes. (PB)