This study has been implemented to examine the dimensions of an emerging conceptual framework designed to bring together three, separate educational systems with the goal of improving the success rate of Hispanic students, as they transition from secondary to postsecondary institutions. The study examined the process of communication and planning that takes place as these stakeholders work toward this common goal, although they have had separate priorities and agendas, traditionally. The research brought to light that while variances in organizational structures will occur, as was found with the two collaboratives studied, several non-negotiable dimensions must be present, cultivated, and nurtured. An absence of these dimensions threatens the potential impact and sustainability of a collaborative. The findings served as evidence that institutional leaders can come together from separate institutions to address the needs of students who have been served less well by the traditional system, if certain dimensions of leadership exist and are sustained.