This research examines interviews conducted with more than a dozen authorities in architectural education on collaborative methodologies utilized in the design studio and identifies factors that inhibit and facilitate the incorporation of collaborative methods in the context of situated learning. The author explores the notion that the design and implementation of even the simplest architectural projects are almost exclusively collaborative endeavors requiring the expertise of a spectrum of individuals working together to achieve a singular goal. Each of these experts is highly trained in their respective areas, yet few are formally trained authorities in the skills of collaboration, including architects, individuals who are often put at the lead of design projects which include people of varied backgrounds, working styles and areas of expertise. This study investigates how collaborative methods including intradisciplinary, interdisciplinary and community based collaborations, can be further integrated as a formal part of the overall design curriculum and what factors facilitate and inhibit this inclusion.