The purpose of this hermeneutic phenomenological study was to understand the collaborative needs amongst novice and experienced educators. Specifically, the researcher studied the personal and professional needs of novice and experienced educators to understand how these two groups can best collaborate. Semistructured interviews with 10 participants, consisting of five novice educators and five experienced educators, were the source of qualitative data for this study. The theoretical framework of Malcolm Knowles's adult learning theory guided and supported this research. Results from the study indicated that collaboration impacts both novice and experienced teachers in a variety of ways, yet both groups agree that working together collaboratively is vital in the educational process. The findings of this study have implications that may help school districts and administrators assist novice and experienced teachers in their quest for collaboration. [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.]