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School-business partnerships have proliferated in response to public outcry for education reform, yet little evidence exists to support that these collaborations are effective. The purpose of this study is to determine if a significant relationship exists between the factors influencing collaboration and school-business partnership effectiveness in West Virginia. This investigation was accomplished through survey research procedures using a questionnaire developed by the researcher upon careful review of the literature. Quantitative research was conducted on the perceptions of public school principals in West Virginia with regard to their school-business partnerships' effectiveness and the existence of environmental, organizational, and group interaction factors that affect the formation, sustainability, and success of interorganizational collaborations. The returned surveys were statistically analyzed using multiple regression, Pearson correlation, and chi-square techniques. The resultant data showed that environmental, organizational, and group interaction factors that influence interorganizational collaborations are positively correlated to school-business partnership effectiveness. In addition, the data revealed that nearly 91% of principals viewed their school-business partnership as successful. This study provides valuable information to educational leaders who are seeking direction in the establishment of sound, effective school-business partnerships by focusing on factors influencing collaboration. The data generated by the study enable educators to better understand the potential for, and inhibitors of, the kind of genuine social growth among school and business partners that can serve children in West Virginia public schools. Interested parties will be able to examine the factors influencing collaboration within school-business partnerships and determine how to improve and make better use of such partnerships in local communities.