Teacher collaboration is an important part of professional growth (Coburn, 2001; DuFour, 2004b; Grossman, Wineburg, & Woolworth, 2001; Little, 2002) and has been found to be a key element in highly successful schools (McEwin & Greene, 2010). Additionally, the Association for Middle Level Education (AMLE), formerly National Middle School Association (NMSA, 2010) contends that encouraging collaborative community structures promotes the healthy development of students, teachers, staff members, and school leaders. Pathways to such healthy development abound in both research and practice. This article puts its focus on teacher collaboration in the form of a small scale, qualitative study that provides a snapshot of the professional relationship of two teachers of the same subject, same grade level, who were able to create and sustain a professional dyad. Research findings serve as a guide for future research about middle grades social studies teacher collaboration through professional dyads.