This chapter explores the different methods of teacher collaboration observed within the Canada–China Sister School Network. Inquiring into three collaborative lessons conducted by partnering Toronto and Shanghai teachers, this chapter sheds light on the diverse cultures of collaborative professional learning found in Canadian and Chinese sister school settings. While these differences can lead to cross-cultural tensions during joint lesson planning and teaching, they also present valuable entry points for teachers to develop deeper understandings of one another’s knowledge and practices. This chapter demonstrates that cross-cultural collaborations in the teaching context hold exciting prospects for professional learning among and between Canadian and Chinese teachers. This is particularly evident when partnering teachers are able to bring together their knowledge for the shared goal of promoting student learning. To ensure smooth cross-cultural collaborations in a sister school partnership, it is helpful to consider the cultural, historical, and personal narratives that shape each teachers’ approach to collaboration. By creatively and educationally engaging with these narratives within the Canada–China Sister School Network, the cross-cultural collaborative experience in lesson creation can be enhanced while rejuvenating reciprocal learning and growth.