During the author's first year of teaching, she connected with her students and their families but hardly talked with anyone outside her grade level, which is kindergarten. As she started her second year of teaching, she reached out to communicate with other professionals. She also became a part of the Afterschool Matters Practitioner Research Fellowship, a small group of afterschool professionals who were eager to learn more about their field and to use inquiry to improve their work. In this article, the author shares her experience with school-afterschool collaboration. She discovers how collaboration with her afterschool counterpart benefits their students.