The use of collaborative writing partnerships is frequently cited as an effective strategy to increase the productivity and quality of academic writing (Austin & Baldwin, 1991). However, developing and utilizing these relationships effectively can prove challenging to early-career academics. This article used Boud, Keogh, and Walker's (1985) model to reflect on two experiences to better understand the factors that affected the lack of productivity of these relationships. Lessons learned from this self-evaluation serve as recommendations for early-career academics.