The National Science Education Standards offer the first assurance that community collaborations can be meaningful as they describe science instruction that educates students to “engage intelligently in public discourse and debate about matters of scientific and technological concern” (NRC 1996, p. 13). Community collaborations, if facilitated in a manner consistent with the Standards, can allow students to learn from and along with the community. The coeditor for this Community Collaborations issue of The Science Teacher (TST) hopes that as teachers read this issue of TST they will see the potential for engaging their own students in such collaborations in the coming year and look to share those experiences in next year’s issue.