Although the contemporary research environment encourages knowledge generation through research collaboration rather than individualized projects, limited scholarly attention has been devoted to the practice of collaboration within research teams. This paper presents a qualitative analysis of team dynamics and learning opportunities within four social science research teams. The findings reveal similarities and differences in leadership style and interaction approaches that affected how research was undertaken and the possibilities for team members to learn from each other. The snapshots provide models for other research teams that extend situated learning theories and the existing research base about collaboration, research teams, and research leadership.