The authors report findings from a study regarding the ways in which educators in middle level schools with high student achievement implement practices that build their capacity to collaborate. Teacher and administrator interviews and documentary evidence from ten higher-performing schools that are "beating the odds" and six demographically similar, but average-performing, schools were compared to determine which practices differed in these schools. Findings suggest that consistently higher academic performance is related to a culture that supports a shared vision of high achievement; a climate of respect and trust that supports enacting the school and district vision; structures and expectations that reinforce collaboratively supported instruction and a coherent program; and support that encourages teacher initiative-taking and leadership. (Contains 1 figure.)