This paper considers "convergence" as deliberate acts of will to achieve common goals within the context of the education service in general and school sector industrial relations in particular. Such language is unusual in the field of industrial relations, where assumptions are often based on notions of conflictual relationships. However, this paper argues that educational organizations, including ones where relationships might be considered adversarial, can move beyond occasional partnerships and collaboration towards a more systematic approach to joint working-convergence. This paper draws on the author's experience as a teacher union researcher in British Columbia involved in a number of innovative projects involving the teachers' union, school districts, and universities, to consider where common interests might occur and how such forms of working can be developed. A number of challenges to convergent working are identified, including notions of vested interests, issues of power and control, and system fragmentation resulting from site-based management. However, convergence is suggested as one way to reduce fragmentation in educational systems and as a way to build trust between governments, school districts, and teacher unions; providing essential building blocks to sustainable system improvement.