This article describes a unique course-based collaboration involving an English professor, a Learning Strategies Counselor, and a Librarian. The potential benefits and barriers of collaborative teaching in literature are reviewed. The article delineates a three-way instruction model built around an annotated bibliography assignment in a junior-level English class. The model integrates instruction in information literacy, critical reading, and literary studies to help students become effective readers and researchers. The results indicate that students benefit from this teaching model. The article also offers ways to make collaborative teaching work and provides suggestions for further research. (Contains 3 figures.)