Classroom teachers and English Language Learner (ELL) specialists are being called upon to collaborate in new ways in order to align new English Language Proficiency standards with new content standards. Instead of viewing language as a bridge to cross before accessing content, now language and content are being promoted as a partnership between teachers of ELLs. Currently, teachers of ELLs are isolated from one other, resulting in a lack of continuity among language, literacy, and content. Teachers of ELLs require time to collaborate, but time alone will not address the complexity of collaboration; teachers must also be aware of the dominance of an idealistic perception of collaboration. For ELL students to be successful in academics, literacy, and linguistic proficiency, teachers of ELLs must consider how issues of time and collaboration in their own schools can be resolved and how schools can become more effective in connecting language, literacy, and content.