The College Access Challenge Grant (CACG) statutory language requires states receiving the funds to attempt to coordinate grant activities with other stakeholders in the state working to increase postsecondary access and success for low-income students. The extent to which the U.S. Department of Education has monitored and enforced (or even could monitor and enforce) this part of the law remains unclear, but beyond statutory compliance, there are many valid reasons for coordinating efforts: leveraging limited grant funds to have a broader impact, improving potential program sustainability, and developing partnerships that can better serve low-income students, just to name a few. This brief provides examples and research that can help states use remaining CACG funding to improve coordination of the diverse stakeholders working to promote postsecondary access and success. By examining compelling examples of collaboration between diverse partners, this brief informs those who are interested in forging new relationships and strengthening current partnerships so that their efforts can be more effective in serving low-income students. The brief begins with a look at general research on the coordinated delivery of public services to identify some of the common characteristics of highly effective collaborations. Then it focuses on examples relevant to those working to increase access and success for low-income students. Included are examples from a CACG-funded consortium to increase degree attainment by adults in Georgia, as well as from two non-CACG initiatives: a citywide effort to increase degree attainment in Louisville by 2020; and a healthcare collaborative designed to meet workforce needs in the Cincinnati area.