This paper first examines different conceptions of collaborative research. It then reviews problems and benefits in collaborative research as perceived by teams of researchers and teacher center/teacher personnel in 14 projects funded by the Teachers' Center Exchange at the Far West Laboratory. Criteria for effective collaborative research are derived from interviews with those who participated in the 14 projects. Aspects of development for both teachers and researchers as a result of these cooperative endeavors are examined. It is concluded on the basis of these pilot studies that teachers can contribute in multiple and substantive ways to a research project, but careful planning, adequate time, and the support needed to ensure rigorous data collection and analysis are preconditions to this effectiveness, as are those conditions and attitudes identified which contribute to this form of cooperation. (Author)