Using structural equation modeling, Stefanie Morgenroth analyzes for the first time the complex relationships between resources, stress coping strategies, and various forms of teacher collaboration. Through the qualitative method of empirically grounded typology, the author additionally reveals how autonomy can be more precisely described as a conditional resource for teacher collaboration. Based on a sequential triangulation design, the analysis of the significance and management of stressors provides valuable insights into the success factors of practical application in intensive teacher collaboration.