Utilizing collaborative activities to improve the quality of physical education have been noted in professional journals and professional meetings. Yet, the term “collaboration” has been used loosely, with interpretations ranging from a “collaborative culture” that is deep, personal and enduring (Hargreaves, 1992) to a conversation-based congenial partnership (Sharpe, Lounsbery, & Templin, 1997). Developmental collaboration operationalizes this process and has been defined as a reciprocal partnership between a practicing teacher and a developing professional which yields measurable benefits for both (Fleming & Wirszyla, 2000). Two participants and one class participated in this inquiry. The participants included a practicing teacher with much experience in the field but little knowledge of Sport Education and a developing teacher with thorough knowledge of Sport Education but little formal teaching experience. The purpose of this study was to investigate the process of developmental collaboration between the practicing teacher learning an instructional model and the developing teacher refining teaching skills while team-teaching a 6-week middle school basketball unit. Providing a theoretical framework for the study was Hall’s Concerns Based Adoption Model (CBAM)(1973), on which operational definitions for progressive stages were based. Research methods included: (a) structured and semi structured interviews with the participating teachers and the students, (b) nonparticipant observations, (c) document analysis, and (d) videotape analysis. Data were triangulated to establish trustworthiness. Audio taped interviews were transcribed, field notes were examined for recurring themes, and videotapes were coded. Through the analytic perspective provided in the CBAM, data were subjected to inductive analysis and constant comparison to organize the data thematically (Denzin & Lincoln, 1994). For the purposes of this presentation findings are limited to the perspectives of the developing teacher and the practicing teacher. The developing teacher felt as though he was “on the inside looking in” deriving the benefits of learning more about implementing the instructional model without the constraints of survival in the classroom. The practicing teacher demonstrated “redefined boundaries” by accepting the novice teacher as a valuable resource for curricular knowledge. Together, the collaborative culture that developed was described as the “sword and the sorcerer” with each participant playing an integral role in the curriculum development process. Evidence of implementing Sport Education into the program routine was noted in the study as well as in a six-month follow-up. Findings have implications for how novice teachers and practicing teachers can engage in the process of curriculum inquiry for the mutual benefit of both.