Educators now recognize the importance of providing students early on with practice to build necessary 21st-century work-related skills, such as collaboration. School robotics programs are increasingly being used to meet the goals of STEM standards-based content assessment and the development of collaboration skills. However, limited investigations focus on how robotics programs develop collaboration skills in elementary-school-age children. The School Robotics Initiative (SRI) was developed to engage elementary-school students (grades 4-6) in problem-based experiences, so they may learn science and mathematical concepts and collaboration skills. The purposes of this study were to examine the processes of team formation and conflict resolution, and the behaviors between students, and between students and teachers, that encourage collaboration. Data collected included field observations from three classrooms over 3 years, supplemented with a review of robotics journals written by the children and annual teacher interviews. Findings revealed that the SRI promoted: (1) use of children's strengths in team roles; (2) use of authentic, conflict-resolution strategies; (3) interpersonal connection, helping behavior, and sharing of knowledge between students; and (4) collaborative relationships between students and teachers. A model for developing collaboration skills in elementary-school students through robotics is proposed. Recommendations for future studies are offered.