This qualitative study examines experienced secondary agriculture teachers’ perceptions of teacher collaboration. Nine interviews were conducted with three experienced secondary agriculture teachers, using phenomenological research methods. The participants included two males and one female with an average of 15 years teaching experience. Two questions guided this study: (a) how do experienced secondary agriculture teachers perceive teacher collaboration and (b) how do experienced secondary agriculture teachers experience teacher collaboration? Findings suggest teachers had positive feelings regarding teacher collaboration. Participants felt their experiences working with other teachers were a source of professional revitalization and fulfillment. Greater career satisfaction was an important byproduct of their interaction. The teachers contended agriculture teachers’ responsibilities are unique to those expected of other teachers, making the career rather isolating. They also mentioned experienced agriculture teachers fail to do an adequate job of extending support to new professionals. They suggested teacher collaboration may be effective in addressing the challenges of teacher career dissatisfaction and lead to greater teacher retention.