This study used a school-linked service integration model as a unit of analysis--namely, Missouri Communities That Care. It examined collaboration as a developmental process of reform for fragmented service delivery as viewed through the lens of social capital theory. As such, six research questions emerged. Findings reveal that for schools to respond effectively, they must implement an integrated service delivery alternative aimed at creating a capacity for response to nonacademic barriers to learning. Critical processes include the ability for systems to self-organize, develop trust and so overcome feelings of vulnerability and turfism, and select leaders who demonstrate a collaborative spirit. (Contains 2 figures.)