In this single case study of a school and university collaborative project, positioning theory was used to deconstruct the metaphors expressed in descriptions of roles of 23 participants. Present in the metaphors were discrepancies in understandings of collaboration that revealed ways that collaboration was inhibited as participants positioned themselves and others. Differences in expectations that emerged in metaphor suggested passive compliance, division in power, and reinforcement of limiting roles. These findings suggest that the examination of metaphors in interview data might be used as a formative assessment in collaborative endeavours, leading to productive dialogue for clarification and resolving potential conflict.