Teacher collaboration is a school improvement priority that has the potential to positively impact student learning by building the capacity of teachers. In some states, teacher collaboration is mandated by legislation. The literature indicates that policy-driven collaboration in a top-down approach results in unintentional consequences and inadequate outcomes. Therefore, it is important to better understand teacher collaboration, especially when it is mandated by policy. This study utilized case study methodology in order to explore the structure and context of elementary teachers' mandated collaboration in an Iowa urban school district. The study also explored teachers' perceptions about their learning during mandated collaboration. Participants were nine practicing teachers who were involved in mandated collaboration in Iowa urban elementary schools. Data were collected and analyzed from participant semi-structured interviews and journals in order to add to the understanding of teacher learning within the context of mandated collaboration. Based on the results of this study, several recommendations are made for professional practice in elementary schools including providing time for collaboration meetings that are teacher-driven and administrator-supported. Meetings should also be structured yet flexible. Recommendations for future research include utilizing a larger more diverse sample of participants in order to provide a broader perspective. Finally, future research should investigate mandated collaboration later in the school year when teachers are more comfortable with their collaborative teams. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]