The COVID-19 pandemic, along with historical inequities, resulted in a widening of the achievement gap between underserved populations and more advantaged students. In response to this issue, California took action by allocating additional funds to public school districts for out-of-school-time services through the Expanded Learning Opportunities Program (ELOP). This study examined how a public school district and three external organizations negotiated the development of a viable plan for implementing the first year of summer ELOP programming. The multiple case study included qualitative analysis of the collaborative process between each district-organization dyad. Each dyad was analyzed as an independent case and then a cross-case analysis was completed. Results revealed two significant components of the emergent collaborative relationship, including developing a shared vision and creating new practices. The study identified key competencies from previous domains that support or obstruct the development of a shared project and highlighted the critical role of a broker in fostering alignment and community development. Implications for practice include strategies for effective interorganizational collaboration and innovation in educational programs. [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.]