This chapter both explores and models a collaboration that three literature professors from three disparate locations have evolved in an effort to write about Teaching Shakespeare. Aside from the usual technological ways academics now work across geographic divides, we have come to depend most on three strategies: writing prompts, prolonged writing retreats, and conversations in the margins of each other’s writing. All of these now seem to us organic, mirroring the material we work with and our central concerns. But these strategies emerged from looking through disciplinary lenses to reframe what research into teaching and learning might look like. The method of collaboration we have forged together – one that has transformed our scholarly lives – celebrates our separate voices and resists resolving difference, even when the constraints of our lives, discipline, or publishers insist on a smoothed unity and single confident voice. While the strategies we discuss are not always the most “efficient,” we have come to believe that efficiency is not necessarily a helpful virtue in the pursuit of knowledge and creativity. These methods are, for us, generative, supportive, energizing, and ultimately hopeful.