The COVID-19 pandemic, along with historical inequities, resulted in a widening of the achievement gap between underserved populations and more advantaged students. In response to this issue, California took action by allocating additional funds to public school districts for out-of-school-time services through the Expanded Learning Opportunities Program (ELOP). This study examined how a public school district and three external organizations negotiated the development of a viable plan for implementing the first year of summer ELOP programming. The multiple case study included qualitative analysis of the collaborative process between each district–organization dyad. Each dyad was analyzed as an independent case and then a cross-case analysis was completed. Results revealed two significant components of the emergent collaborative relationship, including developing a shared vision and creating new practices. The study identified key competencies from previous domains that support or obstruct the development of a shared project and highlighted the critical role of a broker in fostering alignment and community development. Implications for practice include strategies for effective interorganizational collaboration and innovation in educational programs.