The work of Atkins and his colleagues (2003) have provided a wonderful beginning to the development of models that broaden the role of community and school psychology as well as the role of intervention research in the schools. Unfortunately, this work is not easily supported by institutions of academic psychology where more control of extraneous variables, reduction of error, and increase of power is considered the hallmark of good research. Too often, community collaborative research is easier spoken than accomplished, and this commentary describes how valuable and how difficult the work of community collaboration is. As such, the author proposes three suggestions toward making the inconspicuous culture of community participants visible. The first step is to acknowledge the unpredictability of conducting research in urban communities. The second is to acknowledge the cultural relational clashes and connections that occur between and among community participants and researchers. The third and final recommendation is to appreciate the benefits when researchers successfully persuade key informants to behave in different but increasingly successful ways.