This research study describes the experiences and perceptions of an instructor and an instructional design specialist who collaborated on the design and implementation of a university course using a new course design process. Findings uncovered differences between an informal collaboration process and the adaptation of that process for implementation in a classroom setting. Recommendations support the concepts of a long-term collaboration, consideration of classroom constraints, and the importance of course participant voices and perspectives. Thoughtful consideration of the interaction of the design and implementation processes and commitment to continual course design collaboration can have positive implications for academic development.