Collaboration is one of the most important aspects of the role of the school librarian in the twenty-first century, but, for many reasons, collaboration is challenging to implement. Some classroom teachers may not know how students benefit from the classroom-school library collaboration. Others may be unwilling to relinquish control of their students, their classrooms, and their schedules. School librarians may not feel that they have enough knowledge regarding the content area to be covered, especially as compared to the classroom teacher's expertise. Both participants are charged with balancing out any potential personality differences, teaching philosophies, and preferences in instructional resources or strategies. For coteaching to have a positive impact on student learning, educators must rise above all of these potential barriers to develop effective collaborative teaching. Fortunately, third-grade classroom teacher Yvonne Hare and the author had none of these obstacles to overcome. With a rich history of five years' worth of instructional partnerships on every level of the collaborative continuum, they have learned over time how to harmonize their instruction. In this article, the author describes a wild west adventure in collaborative planning and coteaching.