The purpose of this study was to discover if providing students with a collaboration intervention would increase the times they chose to work with a peer and if they found the collaboration beneficial. The participants were sixteen students from one first grade classroom in a midwestern city. This study included quantitative data to determine the impact of the intervention. The researcher tallied if students chose to ask a teacher for help or collaborate with a peer. Students completed reflection forms stating if the help was beneficial. The results do not reveal a significant difference between whom the students ask for writing help after the intervention. The analysis of reflection sheet data revealed that students found their partner’s help beneficial about half of the time before and after the intervention, with an insignificant difference. The researcher offers several suggestions for future study.