This article presents a conceptual School-Community Group Model for working with African American adolescents. The model stems from a group conducted with urban, male, African American, adolescents co-facilitated by a White female school counselor and an African American male community leader. The article describes the theoretical underpinnings for this approach, reviews the school-community collaboration literature, and the necessity of co-facilitation relationships grounded in trust and respect. A case example outlining group structure, session interventions, and the therapeutic benefits gained through effective co-facilitation across race and gender are discussed. Model limitations are identified, followed by provided practice, training, and research implications.