In professional development schools (PDSs), personnel from two different cultures come together to form a new, hybrid culture. Sharing the same goals and parity among the participating professionals produce authentic collaboration and are essential aspects of this culture. When parity and sharing are absent, collaboration between schools and universities generally produces some degree of culture shock and culture conflict. Culture conflict occurs when personnel from the two institutions bring to the PDS relationship markedly dissimilar status and goal mixes because the underlying cultural assumptions of schools and universities are different. Workplace behaviors and values clash, producing collaboration shock. Differences in the tempo, focus, and the rewards of work can produce conflict. Experience in PDSs suggests three guidelines for forestalling or ameliorating culture conflict and culture shock and creating a truly collaborative school: (1) tiers of involvement may foster authentic collaboration; (2) providing time and reward for inquiry nurtures the involvement of parties from both institutions; (3) schools and universities should identify self-interests, mutual benefits, and joint goals from the outset. In the "collaborative school" model, school and university professionals share status and goals, and time is allowed for inquiry. School and university faculty staff the PDS and spend about half of their school day teaching and the balance engaged in reflection, research, and teaching in the university's teacher education program. Collaborative schools have an active research agenda, supported by technical assistance from professional researchers. Administrative and financial support are shared. (IAH)