The emphasis on science, technology, engineering, and mathematics (STEM) education is resulting in more opportunities for scientists and teachers to collaborate. The relationships can result in failed collaborations or success. We recently completed a 6-year regional project that used several approaches to develop scientist-teacher relationships. At the conclusion, we brought together 38 scientists and teachers to reflect on their experiences. This article reports on their observations and recommendations. Both scientists and teachers saw many benefits to collaboration. However, they also saw barriers. Among the significant barriers were the differences in the contexts and cultures of each group. Participant recommendations included increased administrative understanding and support in order to help bridge the barriers to collaboration. The participants also recommended "best practices" for successful collaborations that included an emphasis on immersion experiences. Ultimately collaborations will only be sustainable if they become institutionalized. The participants concluded their recommendations with suggestions on how to make scientist-teacher collaborations an enduring part of STEM education.