This article discusses the integration of three concepts central to the enterprise of computer-supported collaborative learning: namely, collaboration scripts, self-regulation, and group awareness. It does so through consideration of five reports in this Special Issue that address the integration challenge. Various themes are extracted and proposed as important to the field. These include the layered nature of self-regulation (meta-metacognition) and the layered nature of group awareness (trait-state-action). The theatre metaphor implied by the term 'collaboration script' is taken seriously here and is elaborated. It is shown to afford an extended and richer conceptualisation of scripted collaborations, developing the significance of direction, production, and audience. The features characterising this model of collaboration-as-performance reinforce an imperative for locating episodes of scripted collaboration within the broader eco-system of classroom practice.