Academic integrity literature from the last 30 years has focused primarily within the university context and on academic misconduct in written assignments, such as citation errors, copying and pasting, contract cheating (Eaton, Plagiarism in higher education: Tackling tough topics in academic integrity, 2021), and ghostwriting with new advancements in generative artificial intelligence (genAI). In general, the vocational college perspective of academic integrity has been neglected. Vocational programs typically provide students with hands-on skills training that is related to specific trades. Students of vocational programs acquire sufficient knowledge and skills in trade shop classrooms to gain employment on job sites immediately after graduation but also continue to build their skills in the trades. Trade shop classrooms are primarily designed to be open spaces where students can work together, but an important question that vocational program instructors face is where is the line between collaboration (e.g., sanctioned peer support) and collusion (e.g., academic misconduct)? This chapter delves into collusion in trade shop classrooms, investigating how instructors promote independent mastery in collaborative learning environments. To explore this issue, the author, a librarian, provides a summary of the literature on collusion, including its definition and potential manifestations in trade shop classrooms. Interviews with five trades instructors in Atlantic Canadian vocational colleges provide insight into the experiences of faculty and students in vocational education and offer tips for teaching practices that support academic integrity in trade shop classrooms.