Teachers do not simply want resources given to them. They often seek out relationships from more knowledgeable or experienced colleagues to ask advice, model lessons, or start an inquiry group. Establishing relationships within collaboration is essential for learning and knowledge development (Putnam & Borko, 2000). This study's goal was to unpack the nature of collaboration that took place between a literacy coach and teachers. The research questions revolved around the notion of collaboration and how it was enacted in teacher practice and instruction. The study site was an elementary school in a small, urban community in the Midwest with a diverse student population. The participants were the literacy coach and two teachers. This was a two-month qualitative study of the collaboration that took place. The primary form of data collection was observation of collaborative sessions. Semi-structured interviews were also conducted with the participants. Analysis revealed consistent valued tenets of open collaboration among all participants in the study. The data revealed that it takes time and effort to build rapport and trust in collaborative relationships, and that a literacy coach's collaboration with teachers can result in professional growth and collaborative relationships.