Susan J. BrackenEducational partnership is complex and challenging, and a significant amount of literature is devoted to understanding the reasons some partnerships are successful and others-even with good people and good ideas-fail. In a review of the literature, Tett (2005) found that successful partnerships are clear about the purpose of their endeavor, and that members reach agreement about who is responsible for which aspects of the partnership. A good partnership recognizes that each member' s unique contributions reflect trust and commitment to clear communication. This is demonstrated by a "commitment to learning from each other and changing our own ideas as a result" (Tett, 2005, p. 6). In the opposite light, Tett, Crowther, and O'Hara (2003) argue that barriers to successful partnerships stem from differences in funding, perceived power, purpose, organization culture, ideology, processes, and communication styles. Further, they suggest that lack of flexibility, accommodation, or resources, or inability to deal with conflict, will potentially lead to failure.This chapter analyzes the role language, communication, and context play in a successful collaboration among several community colleges, a university, a government agency, and a number of communities. The examples in this case focus on the early phases or stages of partnership formation as discussed by Amey and Brown (2005). 41 4