Borrowing from the field of organizational management, we propose that heedful interrelating offers a tangible framework for thinking about the psychosocial aspects of collaboration which entail moment-to-moment cognitions and behaviors of students in order to complete a joint academic task. Using conversational analysis, our objective was to differentiate levels of heedful interrelating in the collaborative discourse of undergraduate students in a collaborative context by identifying discourse markers that indicate heedful interrelating. (Contains 2 tables.)