This disquisition addresses the problem of student under-preparedness in the area of math, across school transitions. Disquisitioners engaged in improvement processes related to: (1) building teacher capacity to collaborate within and across school buildings, (2) identifying critical learning standards, and (3) creating conditions whereby math teachers within vertical teams will collectively describe and assess the learning progressions between grade levels in identified critical standards. The authors begin by critically examining the literature for factors contributing to student under-preparedness across school transitions including: (1) developmental factors, (2)external factors, and (3) organizational factors. In response, disquisitioners develop animprovement initiative revolving around the implementation of vertical collaborative inquiryteams. Disquisitioners use formative and summative evaluation measures to determine theeffectiveness of the improvement initiative (vertical collaborative inquiry teams). Data analysis revealed teachers’ experienced an increased capacity to: (1) collaborate within and across school buildings with other math teachers, (2) identify common, critical learning standards, and (3) describe and assess learning progressions between grade level math courses within critical learning standards.