A college professor (on the elementary language arts and children's literature faculty) and a doctoral candidate (also writing coordinator for an Illinois school district) team-taught a graduate language arts course at Northern Illinois University, implementing practices that reflected their pedagogical and political convictions. Both wanted the course to reflect and embody their philosophies about teaching, about learning, about the curriculum, and about what a classroom should be. They wanted to share power and decision-making with students, and to have a collaborative classroom. They rewrote the class syllabus to begin with process writing, recognized the inherent tensions in what they wanted to do, negotiated who would teach what and other responsibilities, and began in the third week of the session to collect data for research. Uneasy at first, students embraced what was happening and took ownership of their own learning processes once group work began. The two teachers struggled with the desire for group process versus the urge to lecture because of time constraints. Real change and growth were observed and documented among the students in their perceptions of themselves as writers, learners, and teachers, along with reservations about the approach and its use in their classrooms. The two collaborating teachers came away with fresh awareness and respect for collaborative reflection as a powerful tool both in shaping curriculum and for the teacher as researcher. (SR)