With all the discourse in school librarianship about collaboration, there is surprisingly little discussion of teacher planning. For teachers, planning is the taken-for-granted work necessary for teaching. Planning focuses on various increments of time, ranging from a single lesson to a day, a week, a grading term, and a school year. Teacher planning is a mental activity, nonlinear, and influenced by written curricula, textbooks, and other published materials. In this article assistant professor Sue Kimmel describes the results of a case study that looked at planning sessions between a school librarian and a team of second-grade teachers across a school year. She recorded, transcribed, and analyzed eight collaborative planning meetings across an entire school year. Teachers were also interviewed at the middle and end of the year about their meanings of planning. Teachers placed a high value on this shared time. Analyzing the transcripts from that year of collaborative planning, she looked for patterns in the talk and found common activities that she labeled "orienting," "coordinating," "making connections," "making sense," and "drifting." Each activity was present in every planning meeting and in all planning for instruction. The activities and suggestions for school librarians related to each are described in this article.