The work of teachers is subject to changing not only policies and reforms but also the complexities and contradictions of societal transformations. This paper examines teachers' perceptions of the impact of post-Soviet transformations on teacher collaboration amid the changing education policies and reforms in Ukraine. Drawing on qualitative methods such as document analysis, focus groups, and individual interviews, this case study reveals that the nature, content, and format of collaboration among teachers in schools are susceptible to transformations at the macro (societal) as well as micro (school) levels. The study points to the ongoing struggle between the forces of modernity and postmodernity and highlights dilemmas and paradoxes that characterize educational reforms in post-Soviet Ukraine. (Contains 1 note.)