The use of multiple forms of collaborative instruction to teach integrated algebra makes it difficult for teachers to determine which collaborative form is best suited for the curriculum. An inconsistent approach to integrated algebra instruction at the study school needed to be addressed for the benefit of teacher effectiveness and student achievement. The purpose of this study was to examine the relative effectiveness of the forms of collaborative instruction available to teach integrated algebra. The theoretical underpinnings of this study drew from Albert Bandura, whose social learning theory detailed how people learn from one another. This quantitative comparative study examined differences in math achievement scores among the 5 types of collaborative instruction. A total of 22 collaborative teaching pairs were evaluated using the Collaborative Pair Questionnaire, and 10 collaborative teaching classrooms were chosen for the study--2 for each collaborative model. Student pre- and post-test math scores were examined for differences in achievement across collaborative models using ANOVA. Results suggested that collaborative instruction improved student test scores from pre- to post-test. However, none of the collaborative models increased student achievement significantly more than the others. The resulting project was a training for local school faculty allowing them to expand collaboration instruction to other curriculums in the future. Findings from the study will assist teachers, students, and administrators at the study school by providing a training and guide for teaching integrated algebra, which may be expanded to other areas to increase student achievement through collaborative instruction. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]