To identify what stands between schools and afterschool programs and what can connect them, the lead author, Ken Anthony, conducted an exploratory study in three schools in a southern New England city. In all, 18 interviews were conducted with school and afterschool staff. Following a framework proposed by Tracy Bennett (2015), this exploratory study focused on three specific aspects of school-afterschool relationships: (1) sharing of academic resources; (2) sense of partnership; and (3) communication structures. Together, Ken and coauthor Joseph Morra developed recommendations for the field based on the findings of this limited, small-scale study. The authors aim not to provide definitive conclusions but to enter a conversation about how schools and afterschool programs relate to each other. Their status as afterschool practitioners, though it could be seen as a source of bias, gives them a realistic perspective on what happens "on the ground" in school-afterschool partnerships. Perhaps their most salient finding was a disconnect between school and afterschool staff. However, school and afterschool staff described informal structures and opportunities that could contribute to more substantial connections. The findings reinforce what afterschool practitioners have often identified as avenues for improving school-afterschool partnerships.