The purpose of this study was to discover methods and practices that have led to successful collaboration between school librarians and classroom teachers. A qualitative design with a phenomenological approach was employed to discover the lived experiences of six credentialed school librarians and six classroom teachers who have successfully collaborated in the past. Data were collected through semi-structured interviews. The results revealed that relationship building is the essence of successful collaboration, and those relationships are derived from four specific indicators: building a culture of collaboration, making the collaboration relevant to learning, starting small, and advocating. These indicators generated methods and practices that can be employed by both school librarians and classroom teachers to foster collaborative relationships.