Collaboration has been considered one of the key features of a successful school. However, the literature does not provide many examples of schools becoming more collaborative. This study focuses on the construction of a collaborative community among elementary school teachers in a large, public, urban school over several years. The researchers followed a group of students and teachers as they learned together through looping in kindergarten and first grade. The data suggest that collaboration requires time and conversations and that there are a number of challenges that must be overcome. The data also suggest that specific school structures result in opportunities for collaboration and that uncertainty plays a role in creating a collaborative learning community. (Contains 4 notes.)