Education scholars agree on the positive role that parents play in fostering educational success. Much research done also shows ways in which teachers contribute greatly to students' performance in school. Limited research focuses on how students' interactions with one another effect their academic performance. This study examines ways in which students were impacted by collaborating with their parents, teachers and with each other during a writing workshop in one elementary school in Northwestern Tanzania. Data seems to suggest that students accessed their parents' funds of knowledge; they became agents of change and used each other's academic input to improve their writing. Implications for research and teaching are discussed.