Collaboration between university and public school educators is a strategy which has recently gained support as a part of the teacher education process and as a viable area in which to conduct research. This paper defines the concept of the culture of educational settings and asserts that school-university collaboration occurs in the intersection of two cultures. The sense a person makes out of life and work at a university differs in four dimensions from the sense a person makes out of life and work in a public school: (1) work tempo and the nature of professional time; (2) professional focus, from theoretical to practical; (3) career reward structures; and (4) sense of personal power and efficacy, or the connection one perceives between one's educational efforts and intended outcomes. Descriptions and evaluations of various collaborative projects are reviewed, along with related literature. Evidence is cited to support the findings that educators who have participated in collaboration gain insights into the nature of their own and fellow educators' orientations with respect to the cited dimensions. (Author/JD)