This paper approaches the concept of collaboration by using a workshop format in three segments: (1) a puzzle to solve, (2) lessons on collaboration learned from solving the puzzle, and (3) a tabular overview of the fundamental differences between universities and school districts which hinder collaboration. After participants have formed teams to solve a geometric puzzle without verbal communication, they are queried about emerging leaders, common goals, attitudes, communication and participation problems, resolution of differences, and other group experiences. These questions and their answers constitute the lessons on collaboration. Salient research examples accompany most lesson explanations. Next, collaboration is defined. It is noted that collaborators do not have to know or like each other, and that knowledge itself could not exist without collaboration on symbols and their meanings. Organizations usually collaborate only after their leaders conclude that success is impossible separately. A three-page table summarizes differences in research emphasis, control, policy-making, learning paradigms, personnel matters, commitment levels, funding, status, and other areas that hinder university-school district collaboration. Cooperative planning is important to education and mandates improvement of college-school relations. Included are 24 references. (MLH)