Believing that it is a corner stone in the overall function and nature of a school, educators urge school practitioners to build a collaborative. culture in their school. The major purpose of this study was to explore the nature of relationship among staff from collaboration point of view in one primary school from the 28 primary schools in Bahir Dar town, Ethiopia. Using maximum variation sampling procedure 14 teachers, the principal, vlprincipal and the supervisor of the school were included as participants of the study. Interview was used as data collecting instrument. Moreover, artifacts were also used as an alternative and substantive source of information. Cresswell's (1998) four step data analysis spiral were employed to analyze the data collected through interview. The findings of the study indicated as there were 24 structures in the school for team interaction and . participative decision making, and three rituals of meeting (monthly whole -staff meeting, departmental meeting and CPD) that witnessed as culture of collaboration 'tangibly existed in the school. Yet, 'Symbols and ceremonies, which are also tangible manifestation of collaborative culture, were not found in the school. Besides, from the attempt made to explore collaborative values it seemed uncovered that openness was not desirable in the informal day- to- day relationship among staff of the school. Moreover, interdependence and valuing individuals as people were discovered as desirable beliefs that guide the informal day to day relationship among teachers. Yet, it was hard to fined evidence that manifested as \ttterdependence-and valuing individuals as people was desirable beliefs in the daily · relationship between teachers and the school principal. To the attempt made to explore perceptions of teachers to collaborative structures (whole staff meeting and CPD), three kinds of perceptions were uncovered to CPD and whole staff- meeting. The first was that CPD developed my professional skill and knowledge, and I was comfortable to the mutual cooperation I made with colleagues in CPD. Second we were mutually working hard on it, but CPD was inconsistent with the realities in our school. Third, CPD was not important at all and mutual cooperation with colleagues was wasting time. On the other hand, the following include perception of teachers to whole-staff meeting. First» there was no free mutual discussions, sharing of ideas and participative- decision making. Second, there were no free mutual discussions and sharing of ideas but ambivalence about participative decision making. Third, th.ere were free mutual discussions, sharing of ideas and participative decision making. Moreover factors that inhibited opportunities for formal and informal collaboration were also uncovered in this .study, while time constraint and uncomfortable staffroom were discovered as factors that inhibited informal opportunities for collaboration where as undemocratic process and attitude were discovered as factors that inhibited collaboration in the formal structures such as whole staff meeting and CPD. Finally, an overall discussion, conclusion and recommendations are forwarded.