Small schools have always been valued for keeping close community links, for providing a family ethos and for minimizing pupil travel time--especially for the youngest children. At the same time, critics have raised concerns about the limited opportunities for large peer group socialization and about the limited range of teacher expertise and opportunities for teacher continuing professional development (CPD). While at the mercy of the disproportionate effects of a weak teacher and frequently having the poorest facilities, small schools have shown great ingenuity in overcoming their difficulties and finding imaginative solutions to compensate for their limited facilities. These solutions have mainly involved various forms of school-to-school collaboration. In this article, the author examines the various ways in which small schools collaborate to meet the challenges that confront them.