The purpose of the qualitative descriptive study was to explore how elementary and secondary math teachers describe their understanding of the positive or negative factors affecting the creation of effective collaboration regarding transitioning student outcomes in a large southern California school district. The conceptual framework for the study was the Collaboration Framework. The research questions were as follows: In districts that contain a transition, how do elementary and secondary math teachers describe the positive factors (RQ1), negative factors (RQ2) and next steps (RQ3) contributing to the creation of effective collaboration? The methodology for the study was qualitative because it enabled the researcher to allow the teachers to describe the positive and negative factors affecting the creation of a collaborative process between teachers spanning the transition from elementary to secondary education. The target population for this study consisted of 300 5th and 6th grade math teachers in a large southern California school district. The researcher collected data using 12 semi-structured interviews and two asynchronous focus groups. Via thematic analysis, this researcher identified four themes to answer each research question. The four themes identified as holding the most influence over the creation and sustainment of collaboration across the divide are 1) administrative involvement, 2) mindset, 3) goals, and 4) resources/protocols/external factors. Recommendations include experimental research into the effects of collaboration across this transition. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]