There is an increasing recognition of the potential of collaborative approaches to research in Education. This paper focuses draws on the initial work of a four-year research project forming part of the Learners, Learning and Teaching Network located within the Applied Educational Research Scheme (consortium of Scottish universities of Strathclyde, Edinburgh & Stirling). It attempts to illuminate how communities of enquiry may be nurtured to develop, foster and support collaborative research activity in an educational context. The paper offers an initial analysis of how different types of communities of enquiry are conceptualised from a range of academic perspectives which are explored within a framework of key concepts and ideas: "practice" (Wenger -Communities of Practice); "enquiry" (Lipman - Philosophical Inquiry); "the potential of electronic media" (electronic community); "writing" (Writers Groups); and a theoretical perspective on "collaborative activity" (Vygotsky, Engström - Activity Theory). Drawing on this initial analysis of the literature the paper identifies and argues seven themes or 'factors' as essential considerations for any developing community of enquiry: (1) Participation/dialogue; (2) relationships; (3) perspectives; (4) context; (5) climate; (6) purpose; and (7) control. These factors are illustrated with reference to the experiences and reflections of the members of the multidisciplinary research team who themselves formed a community of enquiry in order to conduct this study. The paper then explores how the factors derived from the review and analysis of the literature have informed the practical development of communities of educational enquiry set up to explore aspects of learning and teaching in Scottish schools. Findings are presented from the initial empirical investigation in which the realisation and impact of these considerations was researched in a small number of evolving communities of educational enquiry established for the next phase of the project. The paper concludes by offering the seven factors identified through the present study as guiding principles for building collaborative research partnerships in education.