In this chapter, I will articulate how collaborative practices in post-sixteen art and design classrooms support the development of ecologies in practice. Examining intra-actions and the formulation of both individual and collective identities through collaborative art-making. The chapter will examine collaborative pedagogies within the post-sixteen curriculum and address the impact that power relationships in the classroom have on learning. I will address how ecologies offer the opportunity to ‘think through’ how collaborative pedagogies enable young artists to examine the interconnected nature of themselves, their sociopolitical and natural environments, paying attention to the ways in which ecological learning relationships are structured. I will introduce my own collaborative practice, employing practice-based methodologies to co-examine the pedagogy of collaboration. This chapter outlines my co-developed project structure for ecological practices; it is concerned with learning relationships and how they are impacted by, and in turn impact, our social and natural environments.