Authors in this special issue edited by Cook and Friend provide analyses of many important relationships within a school: teacher to teacher; teacher to paraprofessional, educators, and home caregivers; and whole-building systems. Their focus on collaboration prompted these authors to reflect on a possible theoretical mechanism behind the success of collaboration. In this article, the authors suggest that positive psychology processes mediate the influences of collaboration upon the improvements in schools. They hope their perspective facilitates research and practice.