This collection of essays presents successful models of teamwork in which secondary and postsecondary teachers of writing and composition lay out their expections at each level with an aim toward better communication and cirricular relevance across grade levels. Besides presenting adaptable models of successful collaboration across grade levels, essays include profiles such as the college professor who spent an eye-opening semester teaching in the the high school classroom; the experiences of high school students enrolled in college writing courses; and an examination of the stereotypes and the realities of the secondary and college writing classrooms.