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Although there is much literature that describes collaborative writing projects in undergraduate courses, little is reported about such projects for graduate students. This article reports the results of a collaborative writing project in a graduate course in usability testing. Because the graduate students were sophisticated practitioners in career positions in technical and professional communication, the instructor made the assumption that the normal requirements of journal checks, conferences, and self- and group-assessment tools would not be needed. The results proved otherwise. An analysis of the two teams' efforts—both product and process—establishes the need for structure and guidance for graduate collaborative writing projects, regardless of the audience's professional experience.